Effects of performance assessment on the achievement and motivation of graduate students.

This study explored the impact of performance assessment versus traditional paper-and-pencil assessment on graduate students' achievement and motivation to learn while enrolled in a 16-lesson course on program evaluation methods. Students in two sections of the course were exposed to the same content and instructional methods, with one exception: students in one section were exposed to performance assessment during which they demonstrated their knowledge and skills while conducting a program evaluation in a 4th grade classroom, whereas students in the other section were provided with a written scenario of that 4th grade program and were required to answer questions on a traditional paper-and-pencil test about program evaluation methods. Results revealed that students exposed to performance assessment achieved somewhat higher scores on the h a l examination and demonstrated significantly higher levels of motivation to learn than did students evaluated by traditional paper-and-pencil tests. Qualitative analysis of the students' written expressions about the course and of their comments from group interviews revealed possible explanations for these outcomes. [ABSTRACT FROM AUTHOR]