Factors and Conditions That Influence the Use of Data From Performance Assessments

• In Event: Roundtable Session 31
  In Roundtable Session: Teachers' Beliefs About and Uses of Assessment

Abstract

This paper reports on a two-part study of a small group of teachers in a large, urban, school district that implemented a new teacher evaluation system, which included performance assessments as one part of the teacher evaluation process. The study investigates how teachers used the data from performance assessments in two years: in 2012-13 when teachers volunteered to create and implement performance assessments that were not used for high-stakes, and in 2013-14 when teachers used district-produced performance assessment as part of an evaluation system. We found that teachers were able to find ways to make the data collected from performance assessments useful regardless of whether not they were involved in the creation of the assessments or whether stakes were attached.

Authors

• Deirdre Faughey, Teachers College, Columbia University

• Thomas C. Hatch, Teachers College, Columbia University

• Jessica Wallenstein, Center for Public Research and Leadership, Columbia University