Exploring the dimensionality of self-perceived performance assessment literacy (PAL)
Abstract Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments in performance assessments by states, as well as researchers’ theorized value of this type of assessment, the field has not developed a measur...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Springer Netherlands
2021
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| Online Access: | https://hdl.handle.net/1721.1/131817 |
| _version_ | 1826213683751026688 |
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| author | Kelly, Michael P Feistman, Richard Dodge, Emily St. Rose, Andresse Littenberg-Tobias, Josh |
| author_facet | Kelly, Michael P Feistman, Richard Dodge, Emily St. Rose, Andresse Littenberg-Tobias, Josh |
| author_sort | Kelly, Michael P |
| collection | MIT |
| description | Abstract
Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments in performance assessments by states, as well as researchers’ theorized value of this type of assessment, the field has not developed a measure of assessment literacy specific to performance assessments that has sufficient psychometric evidence to support it. This study begins important research on developing a quantitative measure that can be used by educational practitioners to self-evaluate their own performance assessment literacy (PAL). Using the Quality Performance Assessment (QPA) framework from the Center for Collaborative Education as a foundation, this study explores and confirms the dimensionality of a 27-item survey instrument that assesses educational practitioners’ perceptions of their PAL using exploratory and confirmatory factor analysis. Our findings provide evidence that the instrument captures five reliable dimensions of PAL: valid design, reliable scoring, data analysis, fair assessment, and student voice and choice. |
| first_indexed | 2024-09-23T15:53:10Z |
| format | Article |
| id | mit-1721.1/131817 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T15:53:10Z |
| publishDate | 2021 |
| publisher | Springer Netherlands |
| record_format | dspace |
| spelling | mit-1721.1/1318172022-09-29T16:48:24Z Exploring the dimensionality of self-perceived performance assessment literacy (PAL) Kelly, Michael P Feistman, Richard Dodge, Emily St. Rose, Andresse Littenberg-Tobias, Josh Abstract Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments in performance assessments by states, as well as researchers’ theorized value of this type of assessment, the field has not developed a measure of assessment literacy specific to performance assessments that has sufficient psychometric evidence to support it. This study begins important research on developing a quantitative measure that can be used by educational practitioners to self-evaluate their own performance assessment literacy (PAL). Using the Quality Performance Assessment (QPA) framework from the Center for Collaborative Education as a foundation, this study explores and confirms the dimensionality of a 27-item survey instrument that assesses educational practitioners’ perceptions of their PAL using exploratory and confirmatory factor analysis. Our findings provide evidence that the instrument captures five reliable dimensions of PAL: valid design, reliable scoring, data analysis, fair assessment, and student voice and choice. 2021-09-20T17:30:23Z 2021-09-20T17:30:23Z 2020-11-04 2021-01-12T04:28:15Z Article http://purl.org/eprint/type/JournalArticle https://hdl.handle.net/1721.1/131817 en https://doi.org/10.1007/s11092-020-09343-7 Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. Springer Nature B.V. application/pdf Springer Netherlands Springer Netherlands |
| spellingShingle | Kelly, Michael P Feistman, Richard Dodge, Emily St. Rose, Andresse Littenberg-Tobias, Josh Exploring the dimensionality of self-perceived performance assessment literacy (PAL) |
| title | Exploring the dimensionality of self-perceived performance assessment literacy (PAL) |
| title_full | Exploring the dimensionality of self-perceived performance assessment literacy (PAL) |
| title_fullStr | Exploring the dimensionality of self-perceived performance assessment literacy (PAL) |
| title_full_unstemmed | Exploring the dimensionality of self-perceived performance assessment literacy (PAL) |
| title_short | Exploring the dimensionality of self-perceived performance assessment literacy (PAL) |
| title_sort | exploring the dimensionality of self perceived performance assessment literacy pal |
| url | https://hdl.handle.net/1721.1/131817 |
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