Performance Based Assessment (Teaching and Learning)

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Evaluation of achievement, learning, etc., that requires direct demonstration of knowledge and skills via the construction of responses, and for which scoring can be based on the processes of the response construction as well as the final product -- typically, performance-based assessments are designed to elicit and strengthen examinees' critical-thinking skills, problem-solving strategies, self-evaluation skills, and other higher-order thinking skills.[1]


Link to Complete Bibliography
For a complete bibliography, please visit the CTLT's shared folder on Refworks.

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  • Jonsson, A., Baartman, L. K. J., & Lennung, S. A. (2009). Estimating the quality of performance assessments: The case of an "interactive examination" for teacher competencies. Learning Environments Research, 12(3), 225-241. Ubc-elink.png
  • Sarrico, C. S., Rosa, M. J., Teixeira, P. N., & Cardoso, M. F. (2010). Assessing quality and evaluating performance in higher education: Worlds apart or complementary views? Minerva: A Review of Science, Learning and Policy, 48(1), 35-54. Ubc-elink.png
  • Wentworth, N., Erickson, L. B., Lawrence, B., Popham, J. A., & Korth, B. (2009). A paradigm shift toward evidence-based clinical practice: Developing a performance assessment. Studies in Educational Evaluation, 35(1), 16-20. Ubc-elink.png


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