• Summary
  • Contents

Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide: - clear definitions; - accounts of the key issues; - authoritative and reliable information; - suggestions for further reading

Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment.

Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London.

Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick.

Graham Herbert was most recently Director of the CIEA.

Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment.

Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.

Performance-Based Assessment
Performance-based assessment

Educational assessment criteria related to judging complex and authentic performance-based assessment were proposed in the USA and defined as a set of standards (AERA, APA and NCME, 1999) linked to the following definition: ‘Performance assessments: product- and behaviour-based measurements based on settings designed to emulate real-life contexts or conditions in which specific knowledge or skills are actually applied’ (p. 179).

Gipps (2012: 10) stresses that an important feature of performance-based assessment is that by ‘aiming to model the real learning activities that we wish pupils to engage with, for example written communication skills and problem-solving activities … assessment does not distort instruction’.

Performance assessment is an ...

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