Classroom Assessment

Paper-and-Pencil Assessment

Paper-and-pencil assessment is a familiar approach featuring items such as multiple-choice questions, matching items, true/false items, and fill-in-the-blank items. These types of tests are typically used for assessing knowledge and basic understanding. In many contexts, paper-and-pencil tests work the best to assess a large number of objectives quickly using a format with which students are familiar. There are traditionally two item formats for paper-and-pencil assessment: selection items and supply items. With selection items, the correct answer is there for students to select (e.g., a multiple-choice item). With supply items, the student must provide the answer, as with a fill-in-the-blank item or an open-ended, short-answer question.

[Page 286]Because paper-and-pencil assessments can be scored objectively without subjective evaluations, there is very little randomness in the scoring. Consequently, paper-and-pencil assessment is the most reliable of classroom assessment approaches. Whether these assessments are the most valid way to assess knowledge or understanding, however, is a different question. Often, approaches that explore understanding or ability more deeply do a better job of tapping into the constructs of interest.

Performance-Based Assessment

Thirty-five years ago, this approach was seen as newfangled, but now is so common Performance-based assessment gained popularity in the 1980s and 1990s and is now so common that many consider it as traditional as a multiple-choice test. The idea is to go beyond the measurement of low-level knowledge and understanding by asking students to perform a skill or create a product and assess student ability then assessing the performance or product. Performance assessment is typically used for assessing skill or ability and is the common approach in the areas of communication (e.g., writing and public speaking), mathematics, science, athletics and physical education, social skills, and the performing arts.

The performance-based assessment framework led by necessity to new scoring options, such as the creation of subjective scoring rubrics or guides that outline what teachers wish to measure, but can lead to scoring difficulties because of the judgments required. Scoring rubrics identify components or criteria of quality for an assignment or assessment and provide a range of scores for each piece. Often, rubrics provide descriptors for what each score along the range means. Assignments and classroom activities that are often scored with rubrics

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