Performance Assessment Implementation: A Framework for Addressing Contextual Influences on Assessment Implementation and Interpretation

• In Event: The Use of Process Data in Educational Assessment

Abstract

This study explores the implementation of a portfolio-based performance assessment for teacher candidates. Through this implementation study, we sought to understand how local contexts of implementation gave shape to how the assessment was understood and interpreted. Our ultimate goal is to better understand arguments for assessment validity arguments given the dynamic and complex circumstances of performance assessment implementation. Based on results of a survey of teacher educators and interviews with teacher educators and teacher candidates, we identify six dimensions of implementation: 1) educational consequence, 2) meaningfulness, 3) directness, 4) transparency, 5) fairness, and 6) viability. This framework can help us predict some of the implementation variation in local contexts so we can better anticipate unintended consequences of performance assessment adoption.

Authors

• Su Jung Kim, University of Minnesota - Twin Cities

• Mistilina D. Sato, University of Minnesota