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NOMBRE DEL CURSO / CLAVE: Modalidades y alternativas en la evaluación de los
aprendizajes Ed - 5005
NOMBRE DEL PROFESOR TITULAR: Dr. Ricardo Valenzuela
TITULO DEL LIBRO: Educational testing and measurement: Classroom
application and practice
TITULO DEL CAPÍTULO: Chapter 8: Performance-based assessment
AUTOR/EDITOR: Kubiszyn, T. y Borich, G.
EDITORIAL: Wiley
EDICIÓN: 7a. ed.
NÚMERO DEISSN/ISBN: ISBN: 0-471-14977-2
FECHA DE PUBLICACIÓN: 2003, Hoboken, NJ, EE.UU.
PÁGINAS: 154 - 173
TOTAL DE PÁGINAS: 20 -No incluida esta-
OBSERVACIONES: Fotocopias
PERFORMANCE-BASED
ASSESSMENT
in school. Some of these require learners to acquire information by memorizing vocabulary,
multiplication tables, dates of historical events, and so on. Other skills involve learning
action sequencesor procedures to follow when performing mathematical computations,
dissecting a frog, focusing a microscope, handwriting, or typing. In addition, you learned
that students must acquire concepts, rules, and generalizations that allow them to understand
what they read, analyze and solve problems, carry out experiments, write poems and
essays, and design projects to study historical, political, oreconomic problems.
Some of these skills are best assessed with paper-and-pencil tests. But other skills—
particularly those involving independent judgment, critical thinking, and decision
making—are best assessed with performance tests. Although paper-and-pencil tests currently
represent the principal means of assessing these more complex cognitive outcomes,
in this chapter we will studyother ways of measuring them in more authentic contexts.
In earlier chapters you learned that many educational tests measure learning indirectly. That
is, they ask questions, the responses to which indicate that something has been learned or
mastered. Performance tests, in contrast, use direct measures of learning rather than indicators
that simply suggest cognitive, affective, or psychomotorprocesses have taken place. In
the field of athletics, diving and gymnastics are examples of performances that judges rate
directly. Their scores are combined and used to decide who, for example, earns a medal,
wins first, second, third, etc., or qualifies for district or regional competition. Likewise, at
band contests judges directly see and hear the competence of trombone or violin playersand pool their ratings to decide who makes the state or district band and who gets the leading
chairs.
Teachers can use performance tests to assess complex cognitive learning, as well as
attitudes and social skills in academic areas such as science, social studies, or math.
When doing so, teachers establish situations that allow them to observe and to rate learners
directly as they analyze,problem solve, experiment, make decisions, measure,
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PERFORMANCE TESTS CAN BE EMBEDDED IN LESSONS 1 55
cooperate with others, present orally, or produce a product. These situations simulate
real-world activities, as might be expected in a job, in the community, or in variousforms of advanced training—for example, in the military, at a technical institute, during
on-the-job training, or in college.
Performance tests also allow teachers to observe achievements, mental habits, ways
of working, and behaviors of value in the real world that conventional tests may miss and in
ways that an outside observer would be unaware that a "test" is going on. Performance testscan include observing and rating learners as they carry out a dialogue in a foreign language,
conduct a science experiment, edit a composition, present an exhibit, work with a group of
other learners in designing a student attitude survey, or use equipment. In other words, the
teacher observes and evaluates student abilities to carry out complex activities that are used
and valued outside the...