Abstract
Performance assessments that have the capability of measuring a broad range of reasoning and thinking skills are considered to be fundamental tools in the educational reform movement (Linn, 1993). They are being used to document the need for educational reform as well as to monitor the impact of reform at the national, state, and local levels. Many advocates of performance assessments are optimistic that these assessments will be sensitive to measuring the impact of educational reform and that the differences in performance on these assessments among ethnic, linguistic, and gender subgroups will be narrower than those observed on multiple-choice tests. Thus, performance assessments are considered by many to be fairer and more equitable assessments of achievement for various subgroups than multiple-choice tests. It is important, however, to ensure that empirical evidence is obtained to support the fairness of the assessment for various subgroups of students.
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Lane, S., Silver, E.A. (1999). Fairness and Equity in Measuring Student Learning Using a Mathematics Performance Assessment: Results from the Quasar Project. In: Nettles, A.L., Nettles, M.T. (eds) Measuring Up. Evaluation in Education and Human Services, vol 48. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4399-8_6
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