Arter, J. (1999). Teaching About Performance Assessment. Educational Measurement: Issues

References

Arter, J. (1999). Teaching about performance assessment. Educational Measurement: Issues and Practice, 18 (2), 30-44.

Arter, J. A. and Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11, 36-44. (An NCME Instructional Module 11).

Baxter, G. P. and Glaser, R. (1998). Investigating the cognitive complexity of science assessments. Educational Measurement: Issues and Practice, 17, 37-45.

Ewing, S. C. (1998). Alternative assessment: Popularity, pitfalls, and potential. Assessment Update, 10 (1), 1-2, 11-12.

Haladyna, T. M. (1997). Writing Test Items To Evaluation Higher Order Thinking. Boston: Allyn and Bacon. (Chapters 5-7).

Herman, J. L., Aschbacher, P. R. and Winters, L. (1992). A Practical Guide To Alternative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Linn, R. L., Baker, E. L., and Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20 (8), 15-21.

Marcoulides, G. A. (2000). Generalizability theory. In H. E. A. Tinsley and S. D. Brown (eds). Handbook of Applied Multivariate Statistics and Mathematical Modeling. San Diego: Academic Press. (p. 527-551.)

Mehrens, W. A. (1992). Using performance assessment for accountability purposes. Educational Measurement: Issues and Practice, 11, 3-9, 20.

Moskal, B. M. (2000). Scoring rubrics: What, when, and how? Practical Assessment, Research & Evaluation, 7(3), [http://ericae.net/pare/getvn.asp?v=7&n=3]

Oosterhof, A. (1994). Performance and authentic assessments. In A. Oosterhof (ed). Classroom Applications of Educational Measurement (chapter 15, pp. 255-272). New York: Macmillan.

Rudner, Lawrence M. (1992). Reducing errors due to the use of judges. Practical Assessment, Research & Evaluation, 3(3). [http://ericae.net/pare/getvn.asp?v=3&n=3.] or [http://ericae.net/edo/ED355254.htm]

Stiggins, R. J. (1987). Design and development of performance assessments. Educational Measurement: Issues and Practice, 5, 33-42. (An NCME Instructional Module; ITEMS no. 1.)

Web Sites

http://www.rose-hulman.edu/users/groups/Assessment/Public/html/IRA/IRA/

http://school.discovery.com/schrockguide/assess.html

http://ericae.net/faqs/rubrics/scoring_rubrics.htm

http://edweb.sdsu.edu/triton/july/rubrics/Rubruc_Template.html

http://ericae.net/edo/ED3555254.htm

Portfolio Writer: ______/ Portfolio Reader: ______
Audience / Visual Design / Content Development / Style / Language / Subtotals
Cover
Letter
/ 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5
1st Course Related
/ 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5
2nd Course Related
/ 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5
3rd Course Related
/ 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5
Personal Choice
/ 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5 / 1 2 3 4 5
Total
Features / Description
Audience / While audience is often synonymous with reader, it can refer to listeners and viewers as well. Usually there is more than one audience for most technical communications because people have different needs for the documents they use.
Visual Design / Visual design deals with the specific uses of visual displays, page layout, and typography to meet the needs of an audience.
Content Development / Content development refers to the selection and logical placement of appropriate examples, details, and facts used to support claims.
Style / Style refers to the choices made by the author in determining the way he or she will write or say something. Style includes such elements as tone, point of view, level of formality, use o figures of speech, voice, and emphasis.
Language Conventions / Language conventions refer to grammar, usage, and mechanics relevant to a rhetorical situation.
Score / Descriptor / Comments
5 / Outstanding / Demonstrates a high degree of competence, sustained control, and mastery of the element. May have occasional minor flaws.
4 / Strong / Demonstrates clear competence. A 4 is not as skillfully controlled as a 5 and may contain minor flaws that can be fixed or overcome without much trouble.
3 / Adequate / Demonstrates adequate competence and control, but with occasional lapses in quality.
2 / Limited / Demonstrates some competence but is clearly flawed. A 2 indicates more frequent or more apparent lapses than those described for a score of 3
1 / Seriously flawed / Demonstrates serious weaknesses.