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The Challenges and Possibilities for Instructionally Valuable Performance Assessments in High-Stakes Environments
Thu, April 3, 12:00 to 1:30pm, Convention Center, Floor: 100 Level, 116Session Type: Symposium
Abstract
This symposium explores the conditions, challenges and supports that might make performance assessments instructionally-useful. The session builds on four commentary papers prepared by members of three organizations who have been engaged in different kinds of work on assessment. The panelists all collaborated on a project to help teachers in New York City to develop performance assessments aligned to the Common Core and capable of measuring student growth for possible use in a teacher evaluation system. The session will focus on key challenges faced during the project such as the demands of producing pre- and post- assessments for many different learning contexts and creating assessments that are developmentally appropriate for students who may be far above or below grade level.
Sub Unit
Chair
Discussant
Papers
Performance Assessment for Young Children: Balancing the Tension Between Developmentally Appropriate Expectations and the Common Core State Standards - Beverly Falk, City College of New York - CUNY
Developing K-8 Common Rubrics to Measure Student Growth and Teacher Effectiveness: Working With Teachers to Create Evaluation Tools That Inform Instruction - Lucy Calkins, Teacher's College; Audra Robb, Teachers College, Columbia University; Janet Steinberg, Teachers College, Columbia University
Promising Practices in Professional Development of a Performance Assessment Pilot at the High School Level - Roberta Lenger Kang, Teachers College, Columbia University; Courtney Brown, Teachers College, Columbia University
Bottom-Up Innovation: Engaging Practitioners in Designing Performance Assessments at the High School Level - Ruth Chung Wei, Stanford University; Justin Wells; Susan E. Schultz, Stanford University; Daisy A. Martin, Stanford University