Affiliation:
1. University of California, Los Angeles
Abstract
A discussion of the use of expert performance as the basis for inferring assessment scoring criteria is presented. Characteristics of experts are discussed, leading to a consideration of the appropriateness of using adult experts' performance to measure children's performance. The use of a priori classifications of children is explored, and the suggestioh for examining the use of gifted students' performances as benchmarks is presented. Both positive and negative consequences are described.
Subject
Developmental and Educational Psychology,Education
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