Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Measurement: Standard Units03:38

Measurement: Standard Units

79.2K
Every measurement provides three kinds of information: the size or magnitude of the measurement (a number), a standard of comparison for the measurement (a unit), and an indication of the uncertainty of the measurement. While the number and unit are explicitly represented when a quantity is written, the uncertainty is an aspect of the errors in the measurement results.
79.2K
Types of Records II: Educational and Administrative Records01:18

Types of Records II: Educational and Administrative Records

1.0K
Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
1.0K
Standard Enthalpy of Formation02:37

Standard Enthalpy of Formation

49.1K
Enthalpy changes are typically tabulated for reactions in which both the reactants and products are at the same conditions. A standard state is a commonly accepted set of conditions used as a reference point for the determination of properties under other different conditions. For chemists, the IUPAC standard state refers to materials under a pressure of 1 bar and solutions at 1 M and does not specify a temperature. Many thermochemical tables list values with a standard state of 1 atm. Because...
49.1K
Standard Electrode Potentials03:02

Standard Electrode Potentials

50.1K
On comparing the reactivity of silver and lead, it is observed that the two ionic species, Ag+ (aq) and Pb2+ (aq), show a difference in their redox reactivity towards copper: the silver ion undergoes spontaneous reduction, while the lead ion does not. This relative redox activity can be easily quantified in electrochemical cells by a property called cell potential. This property is commonly known as cell voltage in electrochemistry, and it is a measure of the energy which accompanies the charge...
50.1K
Calculating Standard Free Energy Changes02:49

Calculating Standard Free Energy Changes

24.8K
The free energy change for a reaction that occurs under the standard conditions of 1 bar pressure and at 298 K is called the standard free energy change. Since free energy is a state function, its value depends only on the conditions of the initial and final states of the system. A convenient and common approach to the calculation of free energy changes for physical and chemical reactions is by use of widely available compilations of standard state thermodynamic data. One method involves the...
24.8K
Standard Solutions01:14

Standard Solutions

2.4K
Standard solutions refer to solutions with a precisely known concentration or composition. A primary standard is a highly pure, high molar mass, stable substance that is entirely soluble in water, the most commonly used solvent in analytical chemistry. The primary standard solution can be used to standardize secondary standards, which are substances with known concentrations but are less pure and stable. Standard solutions are essential for achieving accurate and reliable results in analytical...
2.4K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

A longitudinal network analysis of the dynamic interactions between academic stress, rumination and resilience in high school students.

The British journal of educational psychology·2026
Same journal

Keeping pace with the mind: Learner-regulated playback is associated with lower mind-wandering during lecture viewing.

The British journal of educational psychology·2026
Same journal

The risk and resilience factors associated with secondary traumatic stress in school personnel: A scoping review.

The British journal of educational psychology·2026
Same journal

How teacher behaviour in student-teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles.

The British journal of educational psychology·2026
Same journal

Decoding reading comprehension from eye movements in narrative and expository texts: A keyword- and whole-text-level comparison.

The British journal of educational psychology·2026
Same journal

Are teachers' knowledge of dyslexia, perceived teaching ability and warmth during teaching related to Chinese students' reading development?

The British journal of educational psychology·2026

Related Experiment Video

Updated: Jan 27, 2026

Clear Resin Casting of Arthropods for Use in Education, Outreach, and Research
07:05

Clear Resin Casting of Arthropods for Use in Education, Outreach, and Research

Published on: January 16, 2026

375

Performance assessment and standardization in higher education: A problematic conjunction?

Henry Braun1

  • 1Boston College, Chestnut Hill, Massachusetts, USA.

The British Journal of Educational Psychology
|March 22, 2019
PubMed
Summary
This summary is machine-generated.

Performance tasks in higher education can effectively assess complex student learning, but standardized assessments struggle to provide comparable institutional outcomes. Resources should focus on improving faculty-developed assessments for better teaching and learning.

Keywords:
comparabilityevidence-centred designperformance assessmentscoring of performance tasksstandardizationvalidity

More Related Videos

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.4K
The Rigid Tube as an Alternative in Controlling the Problematic Airway
08:26

The Rigid Tube as an Alternative in Controlling the Problematic Airway

Published on: June 6, 2020

6.9K

Related Experiment Videos

Last Updated: Jan 27, 2026

Clear Resin Casting of Arthropods for Use in Education, Outreach, and Research
07:05

Clear Resin Casting of Arthropods for Use in Education, Outreach, and Research

Published on: January 16, 2026

375
Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.4K
The Rigid Tube as an Alternative in Controlling the Problematic Airway
08:26

The Rigid Tube as an Alternative in Controlling the Problematic Airway

Published on: June 6, 2020

6.9K

Area of Science:

  • Educational Assessment
  • Higher Education Pedagogy

Background:

  • Higher education can better leverage performance assessments to support teaching and learning.
  • Well-designed performance tasks reveal students' mastery of complex learning objectives.
  • There is institutional pressure to increase standardized assessments for inter-institutional comparisons.

Purpose of the Study:

  • Distinguish extended performance assessments from other response formats.
  • Examine assessment design and scoring for validity of inferences from student work.
  • Review the history and role of standardized assessments in education.
  • Describe how assessment theory advances allow for relaxed standardization.

Main Methods:

  • Analyze empirical evidence on faculty use of performance tasks.
  • Examine faculty resistance to externally developed standardized assessments.
  • Describe efforts to enhance faculty expertise in assessment design, scoring, and interpretation.

Main Results:

  • Faculty use performance tasks to enhance construct validity.
  • Faculty resist externally developed standardized assessments.
  • Initiatives exist to strengthen faculty assessment expertise in the U.S.

Conclusions:

  • Performance tasks are crucial for assessing complex learning goals in higher education.
  • Simpler assessments cannot replace performance tasks for many purposes.
  • Efforts to standardize institutional outcomes have yielded limited results.
  • Resources are better allocated to improving faculty-developed assessments.