Assessing Content Representativeness of Performance Assessment Exercises

Collection of validation evidence for certification presents new challenges for performance assessments when expert judgments of content are used. In particular, the complexity of the exercises, their "new" format, the restricted number of exercises, maintaining security for memorable exercises, and the need for scoring rubrics create new methodological concerns. The National Board for Professional Teaching Standards has been addressing these issues in an attempt to establish validity for certification procedures for highly accomplished teachers. This experience provides illustrations of how these issues can be addressed.