Publications & Resources
CRESST Performance Assessment Models: Assessing Content Area Explanations
Eva L. Baker, Pamela R. Aschbacher, David Niemi, and Edynn Sato
This handbook presents a performance-based approach to assessing students’ understanding of subject matter content. Based on cognitive learning theory, the social studies tasks contained in the handbook require students to demonstrate their prior knowledge of a content area, read primary source documents containing new information, and write an explanation of important issues that integrates new and prior information.
Baker, E. L., Aschbacher, P. R., Niemi, D., & Sato, E. (1992). CRESST performance assessment models: Assessing content area explanations (CSE Report 652). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).