Toward a Performance Assessment with Instructional Relevancy and Technical Adequacy: The Case of Curriculum-Based Measurement

Abstract

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.