Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference. Performance Assessment Case Study Series

Autor/inn/en	Maier, Anna; Adams, Julie; Burns, Dion; Kaul, Maya; Saunders, Marisa; Thompson, Charlie
Institution	Learning Policy Institute
Titel	Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference. Performance Assessment Case Study Series
Quelle	(2020), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Performance Based Assessment; High School Seniors; School Districts; Student Evaluation; Evaluation Methods; Educational Environment; Outcomes of Education; California (Los Angeles); California (Oakland); California (Pasadena) + Suchen Sie Ihr Suchwort? Leistungsermittlung; School district; Schulbezirk; Schulnote; Studentische Bewertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg
Abstract	Across the country, educators need ways to assess student learning that can also support students' higher-order thinking skills, help improve teachers' instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment--such as a graduate capstone or senior portfolio defense. In California, some of these educators participate in the California Performance Assessment Collaborative (CPAC), a network that supports the implementation of high-quality performance assessments. A substantial body of evidence shows performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. The current study builds upon the work of CPAC to address this issue by documenting performance assessment initiatives in three districts: (1) Los Angeles Unified School District (Los Angeles Unified) (ED610904); (2) Oakland Unified School District (Oakland Unified) (ED610903); and (3) Pasadena Unified School District (Pasadena Unified) (ED610902). While these districts each have a unique approach, all are committed to assessing student learning in a meaningful way that is aligned to the outcomes they hope all students will achieve by graduation. A series of district-level case studies accompanies this cross-cutting report. In this study, the authors investigated how districts and schools can build systems and structures for developing and implementing performance assessment initiatives across multiple sites. The analysis took into account educator interviews, teacher and student focus groups, observations of student presentations, and district administrative data and documents. The report shows that district performance assessment initiatives can contribute to improving teachers' instructional practices and students' learning outcomes, provided that strong supports are in place for participating students and teachers. [For the research brief, see ED610901.] (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01