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.

中文翻译：

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探索自我感知绩效评估素养 (PAL) 的维度

表现评估试图提供学生学习的实际和真实的示范。尽管各州对绩效评估的投资不断增加，以及研究人员对此类评估的理论价值，该领域还没有开发出一种针对绩效评估的评估素养衡量标准，该衡量标准具有足够的心理测量证据来支持它。本研究开始了重要的研究，即开发一种量化措施，教育从业者可以使用该措施来自我评估他们自己的绩效评估素养 (PAL)。以合作教育中心的质量绩效评估 (QPA) 框架为基础，本研究探索并确认了一个 27 项调查工具的维度，该工具使用探索性和验证性因素分析来评估教育从业者对其 PAL 的看法。我们的研究结果提供证据表明该工具捕获了 PAL 的五个可靠维度：有效设计、可靠评分、数据分析、公平评估以及学生的意见和选择。