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Journal articles on the topic 'Performance-based assessments'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Jovanovic, Jasna, Guillermo Solano-Flores, and Richard J. Shavelson. "Performance-Based Assessments." Education and Urban Society 26, no. 4 (1994): 352–66. http://dx.doi.org/10.1177/0013124594026004004.

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2

Darling-Hammond, Linda. "Performance-Based Assessment and Educational Equity." Harvard Educational Review 64, no. 1 (1994): 5–31. http://dx.doi.org/10.17763/haer.64.1.j57n353226536276.

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The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darlin

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3

Miller, David M., and Robert L. Linn. "Validation of Performance-Based Assessments." Applied Psychological Measurement 24, no. 4 (2000): 367–78. http://dx.doi.org/10.1177/01466210022031813.

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4

Stevens, R., J. Ikeda, A. Casillas, J. Palacio-Cayetano, and S. Clyman. "Artificial neural network-based performance assessments." Computers in Human Behavior 15, no. 3-4 (1999): 295–313. http://dx.doi.org/10.1016/s0747-5632(99)00025-4.

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LeBlanc, Vicki R., S. Darling, and K. King. "Simulation-based assessments of paramedic performance." Air Medical Journal 23, no. 5 (2004): 35. http://dx.doi.org/10.1016/j.amj.2004.08.018.

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6

Baker, Eva L., Harold F. O'Neil, and Robert L. Linn. "Introduction: Policy and Validity Prospects for Performance-Based Assessment." Journal for the Education of the Gifted 17, no. 4 (1994): 331–53. http://dx.doi.org/10.1177/016235329401700403.

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High interest in performance-based assessment of educational achievement is indicated by recent conferences, special journal issues, and national television coverage. The president's and governors' educational goals reflect the central role of assessment in reform. A prominent view is that changes in assessment, using more complex, meaningful, and integrative performance tasks, will improve education. New assessments present challenges to the curriculum, teaching practices, and presentation of student achievement information to policymakers and to the public. Sufficient high-quality assessment

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7

Rogers, Lindsie S., J. Mark VanNess, Roman Musselman, and Courtney D. Jensen. "Physiological Performance Predictions Based on Simple Assessments." Medicine & Science in Sports & Exercise 50, no. 5S (2018): 793. http://dx.doi.org/10.1249/01.mss.0000538611.17356.2a.

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8

Tavares, Walter, Reuven Dichter, Yuen Chin Leong, and Maud Huiskamp. "A pandemic means rethinking performance‐based assessments." Medical Education 54, no. 11 (2020): 1073–74. http://dx.doi.org/10.1111/medu.14310.

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9

Prastikawati, Entika Fani. "EFL Learners’ Responses on the Use of Performance-based Assessment." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 8, no. 1 (2020): 75. http://dx.doi.org/10.26714/lensa.8.1.2018.75-86.

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Assessment is an ongoing process of evaluating learners’ ability or skill after process of teaching and learning. In English class, assessment also plays an important role. According to the facts found, assessment mostly used in English class is traditional assessment. English class needs more alternative assessments to set the goals of learning English. Curriculum 2013, which is used in Indonesia right now, emphasizes the use of authentic assessment, and performance – based assessment is to be a subset of authentic assessment. This article is trying to discuss the students’ responsess on the

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10

Liedtka, Stephen L., Bryan K. Church, and Manash R. Ray. "Performance Variability, Ambiguity Intolerance, and Balanced Scorecard-Based Performance Assessments." Behavioral Research in Accounting 20, no. 2 (2008): 73–88. http://dx.doi.org/10.2308/bria.2008.20.2.73.

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This study extends prior research on general Balanced Scorecard (BSC) evaluation tendencies (e.g., Lipe and Salterio 2000; Ittner et al. 2003; Banker et al. 2004) by documenting that patterns in BSC evaluations vary with a quality of the evaluator. Specifically, using data from an experimental performance assessment exercise, we find that evaluators' “ambiguity intolerance” (Budner 1962) influences their reaction to variation among performance measures within a BSC category. Further, we find that increased variation within a BSC category causes ambiguity-intolerant evaluators to give lower per

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11

Macedo, Jorge, Jonathan Bray, Norman Abrahamson, and Thaleia Travasarou. "Performance-Based Probabilistic Seismic Slope Displacement Procedure." Earthquake Spectra 34, no. 2 (2018): 673–95. http://dx.doi.org/10.1193/122516eqs251m.

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Engineers often use simplified seismic slope displacement procedures to evaluate the seismic performance of earth structures and natural slopes. Current state of practice procedures typically separate the estimation of the ground motion intensity measure ( IM) from the estimate of seismic displacement ( D), given the selected IM hazard level. Thus D is estimated based on a single IM value. A straightforward performance-based seismic slope assessment procedure is proposed, which considers the full range of potential IM values to estimate seismic slope displacements directly related to a hazard

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12

McEwen, Sara, Nancy Mayo, and Sharon Wood-Dauphinee. "Inferring quality of life from performance-based assessments." Disability and Rehabilitation 22, no. 10 (2000): 456–63. http://dx.doi.org/10.1080/09638280050045938.

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13

Scott, Sheila J. "A Task-Centered Approach to Performance-Based Assessments." General Music Today 14, no. 3 (2001): 10–14. http://dx.doi.org/10.1177/104837130101400304.

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14

Scott, Sheila. "Practical Implications of Reliability and Performance-Based Assessments." General Music Today 16, no. 3 (2003): 18–22. http://dx.doi.org/10.1177/10483713030160030106.

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15

M. Villacrusis, Ephraim. "STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT." International Journal of Advanced Research 9, no. 03 (2021): 749–68. http://dx.doi.org/10.21474/ijar01/12640.

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Performance â€“based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance â€“ based assessment. While, Mann-Whitney U test was used to

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Kasapçopur, Ahmet, Kamer Akgül, and H. Atakan Dogan. "Institutional & individual performance assessments in web based kindergarten." Procedia - Social and Behavioral Sciences 9 (2010): 363–68. http://dx.doi.org/10.1016/j.sbspro.2010.12.165.

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17

Vos, Hans. "Methods of setting standards for complex performance-based assessments." International Journal of Continuing Engineering Education and Lifelong Learning 14, no. 1/2 (2004): 111. http://dx.doi.org/10.1504/ijceell.2004.004579.

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Trueblood, Peggy R., Nichole Hodson-Chennault, Annette McCubbin, and Davin Youngclarke. "Performance and Impairment-Based Assessments Among Community Dwelling Elderly." Journal of Geriatric Physical Therapy 24, no. 1 (2001): 2–6. http://dx.doi.org/10.1519/00139143-200124010-00001.

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19

Barsness, Katherine. "Simulation-Based Education and Performance Assessments for Pediatric Surgeons." European Journal of Pediatric Surgery 24, no. 04 (2014): 303–7. http://dx.doi.org/10.1055/s-0034-1386650.

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20

Allan, Elizabeth, Joseph Shane, Erica M. Brownstein, Cathy Ezrailson, Rita Hagevik, and William Veal. "Using Performance-Based Assessments to Prepare Safe Science Teachers." Journal of Science Teacher Education 20, no. 6 (2009): 495–500. http://dx.doi.org/10.1007/s10972-009-9150-y.

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21

Bastian, Kevin C., Diana Lys, and Yi Pan. "A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms." Journal of Teacher Education 69, no. 5 (2018): 448–62. http://dx.doi.org/10.1177/0022487118755700.

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Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, creates profiles of instructional practice by grouping candidates together based on similarities in their performance-assessment scores. This can help

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22

Grégoire, Jacques. "Diagnostic Assessment of Learning Disabilities: From Assessment of Performance To Assessment of Competence." European Journal of Psychological Assessment 13, no. 1 (1997): 10–20. http://dx.doi.org/10.1027/1015-5759.13.1.10.

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Models underlying diagnostic assessment of learning disabilities are seldom explained and discussed. More often too, those assessments are offered without empirical support. The goal of the current paper is to reflect on the diagnostic assessment of learning disabilities. A distinction can be made between assessments which focus on performance and those which focus on competence. Competence-based diagnostic assessments provide more useful information to practitioners to understand learning disabilities and to organize special education. Historically, the Piagetian theory opened the way to asse

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23

Braun, Edith. "Performance-based assessment of students’ communication skills." International Journal of Chinese Education 10, no. 1 (2021): 221258682110062. http://dx.doi.org/10.1177/22125868211006202.

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Higher education is a fundamental social institution that supports the latest theoretical developments and builds advanced skills. All institutions of higher education require that undergraduate and postgraduate students acquire performance skills as communication. Despite the fact that nearly every higher education program and discipline includes such skills among their learning outcomes, there are few instruments available with which to assess such complex competences. This article presents the findings of a study in which an instrument to measure communication skills was operationalized acc

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McKinley, Danette Waller, John R. Boulet, and Ronald K. Hambleton. "A Work-Centered Approach for Setting Passing Scores on Performance-Based Assessments." Evaluation & the Health Professions 28, no. 3 (2005): 349–69. http://dx.doi.org/10.1177/0163278705278282.

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Standardized patient examinations are being used for high-stakes decisions (e.g., graduation, licensure, and certification) with growing frequency. Concurrently, research on methods to determine the passing score for these types of performance-based assessments has increased. A wide variety of approaches have been considered in the past several years, many based on traditional techniques developed for use with multiple-choice examinations. More and more, techniques that center on review of examinee work have been employed, often resulting in the establishment of defensible, reproducible standa

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25

Matsushita, Kayo, Kazuhiro Ono, and Yugo Saito. "Combining course- and program-level outcomes assessments through embedded performance assessments at key courses: A proposal based on the experience from a Japanese dental education program." Tuning Journal for Higher Education 6, no. 1 (2018): 111–42. http://dx.doi.org/10.18543/tjhe-6(1)-2018pp111-142.

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This paper addresses how to combine the course- and program-level assessments and presents a new method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized tests or questionnaire surveys. We have developed several performance assessments at the course level, such as Modified Triple Jump for the PBL course. Based on this experience, we propose Pivotal E

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26

Sidhu, Gaganpreet, Seshasai Srinivasan, and Nasim Muhammad. "Challenge-based and Competency-based Assessments in an Undergraduate Programming Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (2021): 17. http://dx.doi.org/10.3991/ijet.v16i13.23147.

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In this work, we investigate an optimal assessment strategy to measure student learning in the first-year undergraduate engineering course at X-Department at X University. Specifically, we evaluate and compare challenge-based and competency-based assessment strategies. In the challenge-based approach, the students are required to design a C++-based application that meet the required design objectives. The competency-based assessment involves assessing learning by asking a variety of pointed questions pertaining to a single or a small group of concepts. After studying the performance of 207 stu

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27

Neumann, Knut, Horst Schecker, and Heike Theyßen. "Assessing Complex Patterns of Student Resources and Behavior in the Large Scale." ANNALS of the American Academy of Political and Social Science 683, no. 1 (2019): 233–49. http://dx.doi.org/10.1177/0002716219844963.

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Large-scale assessments still focus on those aspects of students’ competence that can be evaluated using paper-and-pencil tests (or computer-administered versions thereof). Performance tests are considered costly due to administration and scoring, and, more importantly, they are limited in reliability and validity. In this article, we demonstrate how a sociocognitive perspective provides an understanding of these issues and how, based on this understanding, an argument-based approach to assessment design, interpretation, and use can help to develop comprehensive, yet reliable and valid, perfor

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28

Hagan, Christine M., Robert Konopaske, H. John Bernardin, and Catherine L. Tyler. "Predicting assessment center performance with 360-degree, top-down, and customer-based competency assessments." Human Resource Management 45, no. 3 (2006): 357–90. http://dx.doi.org/10.1002/hrm.20117.

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29

Taylor, Catherine S. "An Investigation of Scoring Methods for Mathematics Performance-Based Assessments." Educational Assessment 5, no. 3 (1998): 195–224. http://dx.doi.org/10.1207/s15326977ea0503_3.

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30

Scott, Sheila. "Evaluating Tasks for Performance-Based Assessments: Advice for Music Teachers." General Music Today 17, no. 2 (2004): 17–27. http://dx.doi.org/10.1177/10483713040170020104.

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31

Celik, M. "Review: An Investigation of Second Language Task-Based Performance Assessments." Applied Linguistics 25, no. 3 (2004): 416–19. http://dx.doi.org/10.1093/applin/25.3.416.

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32

Dwyer, Carol Anne. "Criteria for performance-based teacher assessments: Validity, standards, and issues." Journal of Personnel Evaluation in Education 8, no. 2 (1994): 135–50. http://dx.doi.org/10.1007/bf00972260.

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33

Belkin, Mitchell D., Rebecca M. Doerfler, Lee-Ann Wagner, Min Zhan, and Jeffrey C. Fink. "Associations of Performance-Based Functional Assessments and Adverse Outcomes in CKD." Kidney360 2, no. 4 (2021): 629–38. http://dx.doi.org/10.34067/kid.0005802020.

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BackgroundThe comparative utility of performance-based functional assessments in predicting adverse outcomes in CKD is unknown. To examine their relative utility, we examined three performance-based functional assessments in an observational cohort of patients with CKD.MethodsWe recruited 350 participants with stage II–V, predialysis CKD. Participants were administered three performance-based functional assessments: Short Physical Performance Battery (SPPB), Modified Mini-Mental Status Exam (M3SE), and Lawton Instrumental Activities of Daily Living (IADL). Scores were dichotomized on the basis

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Curry, Kristal, and Doug Smith. "Assessment practices in social studies classrooms: results from a longitudinal survey." Social Studies Research and Practice 12, no. 2 (2017): 168–81. http://dx.doi.org/10.1108/ssrp-04-2017-0015.

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Purpose The purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA. Design/methodology/approach This paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers. Findings There was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessme

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Backx, Rosa, Caroline Skirrow, Pasquale Dente, Jennifer H. Barnett, and Francesca K. Cormack. "Comparing Web-Based and Lab-Based Cognitive Assessment Using the Cambridge Neuropsychological Test Automated Battery: A Within-Subjects Counterbalanced Study." Journal of Medical Internet Research 22, no. 8 (2020): e16792. http://dx.doi.org/10.2196/16792.

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Background Computerized assessments are already used to derive accurate and reliable measures of cognitive function. Web-based cognitive assessment could improve the accessibility and flexibility of research and clinical assessment, widen participation, and promote research recruitment while simultaneously reducing costs. However, differences in context may influence task performance. Objective This study aims to determine the comparability of an unsupervised, web-based administration of the Cambridge Neuropsychological Test Automated Battery (CANTAB) against a typical in-person lab-based asse

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Noroozi, Majeed, and Seyyedmohammad Taheri. "The Distinguishing Characteristic of Task-based Language Assessment." Journal of Language Teaching and Research 12, no. 5 (2021): 688–95. http://dx.doi.org/10.17507/jltr.1205.07.

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Since its advent, the principles of Task-Based Language Teaching have been extended to assessment giving rise to Task-Based Language Assessment. Despite the growing body of research on the efficacy of Task-Based Language Teaching in instruction, the application of the assessment based on the tenets of Task-Based Language Teaching has been mainly neglected in some studies owing to their lack of use of Task-Based Language Assessment to measure the effectiveness of Task-Based Language Teaching (viz., Li, et al., 2016). The present study emphasizes the importance of Task-Based Language Assessment

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37

Salma, Nila, and Entika Fani Prastikawati. "PERFORMANCE-BASED ASSESSMENT IN THE ENGLISH LEARNING PROCESS: WASHBACK AND BARRIERS." Getsempena English Education Journal 8, no. 1 (2021): 164–76. http://dx.doi.org/10.46244/geej.v8i1.1305.

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In the context of assessment, performance-based assessment is one of the authentic assessments to be applied in the English classroom as the completion of the newest curriculum demands. Thus, teachers are suggested to implement this assessment in the English teaching and learning process. Concerning that fact, this current study aims at investigating the washback of the use of performance-based assessment in the English class and the barriers faced by the teachers in implementing performance-based assessment in the English learning process. This study applied a qualitative research design. Usi

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Chong, Lisa, Tobias K. Mildenberger, Merrill B. Rudd, et al. "Performance evaluation of data-limited, length-based stock assessment methods." ICES Journal of Marine Science 77, no. 1 (2019): 97–108. http://dx.doi.org/10.1093/icesjms/fsz212.

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Abstract Performance evaluation of data-limited, length-based methods is instrumental in determining and quantifying their accuracy under various scenarios and in providing guidance about model applicability and limitations. We conducted a simulation–estimation analysis to compare the performance of four length-based stock assessment methods: length-based Thompson and Bell (TB), length-based spawning potential ratio (LBSPR), length-based integrated mixed effects (LIME), and length-based risk analysis (LBRA), under varying life history, exploitation status, and recruitment error scenarios. Acro

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Saguil, Aaron, Ting Dong, Robert J. Gingerich, et al. "Does the MCAT Predict Medical School and PGY-1 Performance?" Military Medicine 180, suppl_4 (2015): 4–11. http://dx.doi.org/10.7205/milmed-d-14-00550.

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ABSTRACT Background: The Medical College Admissions Test (MCAT) is a high-stakes test required for entry to most U.S. medical schools; admissions committees use this test to predict future accomplishment. Although there is evidence that the MCAT predicts success on multiple choice–based assessments, there is little information on whether the MCAT predicts clinical-based assessments of undergraduate and graduate medical education performance. This study looked at associations between the MCAT and medical school grade point average (GPA), Medical Licensing Examination (USMLE) scores, observed pa

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Bartlett, Kathleen W., Shari A. Whicker, Jack Bookman, et al. "Milestone-Based Assessments Are Superior to Likert-Type Assessments in Illustrating Trainee Progression." Journal of Graduate Medical Education 7, no. 1 (2015): 75–80. http://dx.doi.org/10.4300/jgme-d-14-00389.1.

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Abstract Background The Pediatrics Milestone Project uses behavioral anchors, narrative descriptions of observable behaviors, to describe learner progression through the Accreditation Council for Graduate Medical Education competencies. Starting June 2014, pediatrics programs were required to submit milestone reports for their trainees semiannually. Likert-type scale assessment tools were not designed to inform milestone reporting, creating a challenge for Clinical Competency Committees. Objective To determine if milestone-based assessments better stratify trainees by training level compared t

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Collings, L., A. Szulewski, W. Hopman, and A. Hall. "LO53: The correlation of workplace-based assessments with periodic performance assessment of emergency medicine residents." CJEM 21, S1 (2019): S26—S27. http://dx.doi.org/10.1017/cem.2019.96.

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Introduction: Competency-based medical education (CBME) relies on pragmatic assessment to inform trainee progression decisions. It is unclear whether face-to-face workplace-based assessment (WBA) scoring by faculty reflects their true perception of trainee competence, as many factors influence individual assessments. To better defend competence committee decisions, it is critical to understand how accurately WBAs reflect the faculty's honest perception of resident competence and entrustment. Methods: To best capture faculty perception of trainee competence, we created a periodic performance as

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Waddell, K. A., S. McChlery, and A. O. Asekomeh. "The impact on student performance of altering the assessment criteria around formative computer based assessments." Research in Post-Compulsory Education 17, no. 2 (2012): 223–45. http://dx.doi.org/10.1080/13596748.2012.673902.

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Lefebvre, Cedric, Brian Hiestand, Casey Glass, et al. "Examining the Effects of Narrative Commentary on Evaluators’ Summative Assessments of Resident Performance." Evaluation & the Health Professions 43, no. 3 (2018): 159–61. http://dx.doi.org/10.1177/0163278718820415.

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Anchor-based, end-of-shift ratings are commonly used to conduct performance assessments of resident physicians. These performance evaluations often include narrative assessments, such as solicited or “free-text” commentary. Although narrative commentary can help to create a more detailed and specific assessment of performance, there are limited data describing the effects of narrative commentary on the global assessment process. This single-group, observational study examined the effect of narrative comments on global performance assessments. A subgroup of the clinical competency committee, bl

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Bacon, Elizabeth C., Sarah Dufek, Laura Schreibman, Aubyn C. Stahmer, Karen Pierce, and Eric Courchesne. "Measuring Outcome in an Early Intervention Program for Toddlers with Autism Spectrum Disorder: Use of a Curriculum-Based Assessment." Autism Research and Treatment 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/964704.

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Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child’s performance, and the lack of information provided by the assessments that can be used to guide treat

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Vugrin, Eric D., and Jennifer Turgeon. "Advancing Cyber Resilience Analysis with Performance-Based Metrics from Infrastructure Assessments." International Journal of Secure Software Engineering 4, no. 1 (2013): 75–96. http://dx.doi.org/10.4018/jsse.2013010105.

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Cyber resilience is becoming increasingly recognized as a critical component of comprehensive cybersecurity practices. Current cyber resilience assessment approaches are primarily qualitative methods, making validation of their resilience analyses and enhancement recommendations difficult, if not impossible. The evolution of infrastructure resilience assessment methods has paralleled that of their cyber counterparts. However, the development of performance-based assessment methods has shown promise for overcoming the validation challenge for infrastructure systems. This paper describes a hybri

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Edgar, C. "PCP64 - DEVELOPMENT AND VALIDATION OF COGNITIVE PERFORMANCE-BASED OUTCOME (PERFO) ASSESSMENTS." Value in Health 21 (October 2018): S91. http://dx.doi.org/10.1016/j.jval.2018.09.539.

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Kortum, Philip, and Claudia Ziegler Acemyan. "The Relationship Between User Mouse-based Performance And Subjective Usability Assessments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (2016): 1174–78. http://dx.doi.org/10.1177/1541931213601275.

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Objective metrics, such as effectiveness and efficiency, are often considered to be the best website usability measurements. User performance metrics that can be collected remotely, such as mouse clicks and the distance the mouse has traveled show particular promise. However, no studies have demonstrated a direct relationship between subjective usability measures and these two objective user performance metrics. In this paper, thirty participants completed five different tasks of varying difficulty on a commercial website. Mouse clicks, the distance the mouse moved, success rates, and System U

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Brown, Clara Lee. "Equity of Literacy-Based Math Performance Assessments for English Language Learners." Bilingual Research Journal 29, no. 2 (2005): 337–63. http://dx.doi.org/10.1080/15235882.2005.10162839.

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Shaffer, Sarah, Colette Gnade, Clarence Kreiter, and Colleen K. Stockdale. "Outcomes of Performance Based Assessments With Varied Sexual History Communication Curricula." Obstetrics & Gynecology 132 (October 2018): 51S. http://dx.doi.org/10.1097/01.aog.0000546653.24109.fd.

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Yang, Miao, Yang Zhao, and Tiezheng Zhao. "Landscape Evaluation of Rural and Small Towns in Siming Mountain of Zhejiang Based on Landscape Performance." E3S Web of Conferences 143 (2020): 01034. http://dx.doi.org/10.1051/e3sconf/202014301034.

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With the advancement of China's urbanization process, China's villages and small towns also begin to face a series of challenges such as ecological environment destruction, population outflow and aging. In order to better deal with these challenges, Zhejiang province issued the “Interim Measures for the Assessment and Acceptance of Environmental Comprehensive Improvement Actions in Small Towns in Zhejiang Province”. The document provides detailed environmental assessments of villages and small towns, but lacks economic and social assessments. This study introduced the performance evaluation sy

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