Computer-based performance assessments: a solution to the narrow measurement and reporting of problem-solving☆

摘要

Although performance assessments test for higher order thinking and problem solving, they rarely report students' thinking process data back to teachers, students, or the public. Web-based database-backed performance assessments provide a viable means for concurrently reporting both performance and thinking process data. In the research conducted here, we report our findings from a study that assessed student problem solving using networked computers. Both performance and process data could be reported back to teachers and students such that they could diagnose and understand how they performed and what problem-solving processes contributed to or detracted from their performance.