ABSTRACT
Reliability and generalizability of assessment results, as well as precision of measurement across the score scale, are additional critical psychometric considerations that impact the validity of using performance-based assessments to make high-stakes accountability decisions. Further, design criteria, including alignment to content standards and content representativeness, will have an impact on the psychometric quality of performance-based assessments and the validity of score interpretations and uses. Exhibitions or capstone projects involve students creating original work, reflecting real-world situations and issues, as well as important disciplinary knowledge and skills, and are presented to a panel that uses predetermined scoring rubrics and procedures to evaluate them. These types of performance-based assessments allow for the demonstration of a wide range of skills within a discipline and are similar to the “merit badge” approach. Psychometrics in educational assessment and accountability is most often associated with technical procedures and activities that occur following the development of items and the administration of the assessment.
