Curriculum-embedded performance assessment in higher education: maximum efficiency and minimum disruption

Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workl...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2008-12, Vol.33 (6), p.599-605
Main Authors: Cummings, Rhoda, Maddux, Cleborne D., Richmond, Aaron
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Gains
Alternative Assessment
College students
Critical Path Method
Curriculum Based Assessment
Educational evaluation
Educational Psychology
Evaluation Methods
Evaluation Problems
Evaluation Research
Higher education
Performance Based Assessment
Performance Tests
Program Effectiveness
Psychology
Psychometrics
Research Methodology
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Summary:Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities, eliminate professional autonomy, and reduce faculty work into component parts or discrete technical competences. This paper describes how curriculum-embedded performance assessment can be used to evaluate student and programme effectiveness without placing an undue burden on faculty. Examples of the use of curriculum-embedded performance assessment strategies in a graduate-level educational psychology programme are provided.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602930701773067