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KCI등재 학술저널

Toward a Performance Assessment with Instructional Relevancy and Technical Adequacy

: The Case of Curriculum-Based Measurement

The purpose of this paper is to review the major developments and alternatives in performance assessment and examine the possibilities of the Curriculum Based Measurement (CBM) model. First, characteristics of performance assessment as a viable alternative to objective multiple choice tests will be described. Next, controversy regarding performance assessment will be reviewed. Then, as a exemplary work to overcome weaknesses of the conventional performance assessment, the CBM model will be introduced. Finally, recommendations for future research of the CBM model will be made and implications of CBM in instructional decision-making will be discussed.

Ⅰ. Introduction

Ⅱ. Problematic Nature of Performance Assessment.

Ⅲ. CBM as a Performance Assessment

Ⅳ. Evaluation of the Current Studies of CBM and Recommendations for Future Research

Ⅴ. Concluding Remarks

References

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