Answer to Question 1
Two prominent challenges faced by teachers who decide to use performance assessments are:
(1) The emphasis on preparing students for standardized tests and using the scores for
summative evaluation purposes may cause some teachers to dispense with performance testing and formative evaluation.
(2) Repeated administrations of performance tests do not always produce similar scores (lack of reliability), and there is some question as to whether performance tests measure what they say they measure (lack of validity evidence).
Answer to Question 2
A scoring rubric is a written guide, frequently in the form of a table that contains content and performance standards. Content standards list the particular behaviors that a student will be held accountable for. Performance standards are the qualitative levels or categories to which students' responses will be assigned. The cells of the table describe in clear language the particular behaviors that merit particular performance ratings. Use of scoring rubrics is desirable for three reasons: (a) they increase the objectivity, consistency, and efficiency of scoring; (b) they make it easier for teachers to match the content of instructional lessons to the demands of the test; and (c) they help students monitor their progress and make useful corrections in their learning activities.
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