One of the observations made by researchers (Shavelson, et al., 1992 ) regarding how well science performance assessments work, is that student scores from the performance assessments were:
a) more closely related to student aptitude than to what students were actually taught.
b) too low for educators to make a valid interpretation.
c) not found to be reliable based on multiple administrations.
d) consistently related more to what had been taught previously than to aptitude.
a Researchers found that science performance assessments were more closely related to student aptitude than content learned.
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