Full Steam Ahead: Lessons Learned From Implementation of a Performance Assessment Graduation Policy

• In Event: Division H Graduate Student Structured Poster Session

Abstract

This study was undertaken to inform district stakeholders–central office and school administrators, teachers, and students–as they sought to implement a graduation policy that integrates project-based learning and performance assessments. The study focuses on Hayes Middle School which serves a large population of low-performing and marginalized students in California. We investigated what supports and resources are necessary for different district stakeholders to shift from a traditional standardized approach to assessment to one that focuses on a demonstration of students’ critical-thinking and problem-solving skills through performance assessment. Data sources included interviews with district stakeholders, classroom observations, and instructional artifacts. We found that implementing this policy required the development of learning structures and ongoing supports for all stakeholders.

Authors

• Rosa Chavez, Stanford University

• Ann C. Jaquith, Stanford University