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Educational value is operationalized through three independent criteria: improvement & advancement, sincerity & enthusiasm, and individuality & wholeness. Pre-tests distributed students into experimental and control groups, with the experimental group implementing performance assessment for nine weeks. Results indicate a positive effect of performance assessment on educational value in school teaching-learning contexts.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-quasi-experimental-research-on-the-educational-value-of-performance-assessment/592104/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-quasi-experimental-research-on-the-educational-value-of-performance-assessment/592104.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To demonstrate that performance assessment increases educational value in teaching-learning activities using a quasi-experimental design.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is “educational value” measured in this study?",{"text":117,"@type":113},"It is evaluated using three criteria: improvement & advancement, sincerity & enthusiasm, and individuality & wholeness.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the experimental and control groups do?",{"text":121,"@type":113},"A pre-test assigned students to experimental and control groups; only the experimental group used performance assessment for nine weeks.",{"name":123,"@type":110,"acceptedAnswer":124},"Why do the authors critique traditional multiple-choice testing?",{"text":125,"@type":113},"Multiple-choice exams focus on measurement technicalities and are inadequate for assessing higher-order thinking and for prescribing instructional interventions, limiting their impact on educational value.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592104,1792193176,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":41,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2005 by Education Research Institute  \n2005, Vol. 6, No. 2, 179-190.  \nA Quasi-Experimental Research on the Educational Value  \nof Performance Assessment  \nSun-Geun Back Eun-Hui Hwang  \nSeoul National University Baekhyun Middle School  \nKorea Korea  \nThe purpose of this study is to demonstrate that performance assessment increases educational value in teachinglearning activities using a quasi-experimental research design. In this research, the three measurement criteria of educational value are suggested as ‘improvement & advancement,’‘sincerity & enthusiasm,’ and ‘individuality & wholeness.’A pre-test was administered to 4 classes (156 students) in 7th grade. Classes were divided into an experimental group (2 classes, 79 students) and a control group (2 classes, 77 students), according to the pre-test results. Only the experimental group was involved in the performance assessment for 9 weeks. The results of this study show that performance assessment has a positive effect on the educational value of teaching-learning activities in schools.  \nKey Words: performance assessment, educational value, teaching-learning activity, quasi-experimental research  \nEducation can be defined as a specific human activity in order to increase educational value through the interaction between teacher and learner. Educational value can be in turn defined as the characteristics that are desirable and essential to education. The educational value is conceptually independent of other values such as moral value, economic value, aesthetic value, political value, etc. (Baek, 2000a; Broudy, 1952; Spranger, 1930; Taylor, 1961) .  \nThe three criteria for evaluating educational value were suggested as follows; ‘improvement & advancement,’‘sincerity & enthusiasm,’ and ‘individuality & wholeness'(Baek, 2000a; Korea Ministry of Education, 1997) . In this respect, ‘improvement & advancement’ was defined as increasing academic achievement in various areas. ‘Sincerity  \nSun-Geun Baek, Professor at the Department of Education, Seoul National University; Eun-Hui Hwang, Science teacher at Baekhyun Middle School.  \nCorrespondence concerning this article should be addressed to SunGeun Baek, Department of Education, Seoul National University, 599 Kwanak-Ro, Kwanak-Gu, Seoul, 151-748, Korea. Electronic mail may be sent to E-mail: [dr100@snu.ac.kr](dr100@snu.ac.kr); Phone: +82-2-880-  \n7645, Fax: +82-2-878-1665  \n& enthusiasm’ was defined as attending sincerely and enthusiastically in teaching and learning activities.‘Individuality & wholeness’ was defined as accepting unique personality of each other and pursuing to be a whole person. These kinds of measurement criteria are related to each other, but are independent conceptually (Baek, 2000a) . Therefore, the sum of educational value of certain activity can be measured as the volume of a hexahedron, which is constructed by three criteria (see [figure 1]) .  \nEducational testing has traditionally focused on the technical aspects of measurement rather than the educational value of certain teaching-learning activity in Korea. Objective multiple-choice item format tests were widely used to examine the student’s achievement in schools. Even thoughthe higher-order thinking skills involved in such things as drawing inferences, analyzing text, or demonstrating a deep understanding of a domain can be measured by objective multiple-choice item format tests, it is very difficult to write multiple-choice exam questions that assess the higher-order thinking skills (Glaser, Lesgold, & Lajoie, 1987; McMillan, 2004) . As a result, a large proportion of the items on an achievement test measure only factual knowledge in Korea. These tests fail to show understanding or to appraise the  \nSun-Geun Baek and Eun-Hui Hwang  \nFigure 1. Three Criteria of Educational Value (Baek, 2000b, p11)  \nknowledge structure of the cognitive processes underlying differential performance in specific fields or domains ","cbCaiqd65uF0dRJC","https://ap.wps.com/l/cbCaiqd65uF0dRJC","pdf",329636,12,"English","# Abstract and Purpose\n## Educational Value Criteria and Definitions\n## Experimental Design and Implementation\n## Comparison with Traditional Assessment\n## Findings and Implications","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To demonstrate that performance assessment increases educational value in teaching-learning activities using a quasi-experimental design.\"},{\"question\":\"How is “educational value” measured in this study?\",\"answer\":\"It is evaluated using three criteria: improvement \\u0026 advancement, sincerity \\u0026 enthusiasm, and individuality \\u0026 wholeness.\"},{\"question\":\"What did the experimental and control groups do?\",\"answer\":\"A pre-test assigned students to experimental and control groups; only the experimental group used performance assessment for nine weeks.\"},{\"question\":\"Why do the authors critique traditional multiple-choice testing?\",\"answer\":\"Multiple-choice exams focus on measurement technicalities and are inadequate for assessing higher-order thinking and for prescribing instructional interventions, limiting their impact on educational value.\"}]","A Quasi-Experimental Research on the Educational Value of Performance Assessment | PDF",1792073870]