Then, in a group mode where discussion and argument can occur, the elements with high disagreement are re-weighted and the results projected so all can see. Item writers use the weights to select issues of high importance and at the appropriate competence level for creating performance test items. Curriculum developers use both importance and competence levels to guide practice problem and lesson development. Developing scenarios and performance-based items. The weighting process described above leads to the development of the performance test blueprint from the weighted work elements.
Scenarios are prepared which represent typical work settings and job tasks.
Performance items are written which emphasize higher-level cognitive performance capabilities. The test is then alpha tested and beta tested. Standard Setting with Validation. We underscore the need for setting an appropriate and equitable standard for performance-based examinations. The standard should be set to appropriately differentiate between Qualified and Un-Qualified Performers.