Issues in Designing and Validating Alternative Performance Indicators,
Abstract
This presentation will draw upon cognitive learning research to describe a continuum along which features of test-like tasks can approximate both the information base and the cognitive operations trainees must activate in actual situations. Features will include task problem type, display modality, levels of required cognitive processing, criteria for uniformly judging performance and the functional context in which the task is placed. The paper will also discuss alternative procedures for validating that these measures actually do characterize mastery of targetted competencies.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 1981
- Accession Number
- ADP001425
Entities
People
- Edys Quellmalz
Organizations
- University of California, Los Angeles