December 3, 1991

Complex, Performance-Based Assessment: Expectations and Validation Criteria

Authors:
Robert L. Linn, Eva L. Baker, and Stephen B. Dunbar
In recent years there has been an increasing emphasis on assessment results as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged and a set of criteria that are sensitive to some of the expectations for performance-based assessments are proposed.
Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performancebased assessment: Expectations and validation criteria (CSE Report 331). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).|Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performancebased assessment: Expectations and validation criteria (CSE Report 331). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
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