Proposing a Set of Design Criteria for High-Quality Performance Assessments in K-12 Education (Poster 15)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Emerging Issues in Classroom Assessment

Abstract

Performance assessments (PAs) are intended to tap complex, transversal learning associated with 21st century skills and college/career readiness, which aligns with the National Academy of Education’s call for “balanced assessment systems” that recognize the need to make use of both conventional assessments and Pas to comprehensibly demonstrate learning (Marion et al., 2024). Despite the intuitive appeal of PAs, the field lacks a cogent, research-based set of criteria that characterize high-quality, well-designed PAs. In this paper, we propose a set of 17 design criteria for high-quality PAs in K-12 education after synthesizing the current quality criteria and characteristics of PA from the most relevant and updated literature, which includes 19 books, 10 pieces of gray literature, and 83 peer-reviewed journal articles.

Authors

• Christopher R. Gareis, College of William & Mary

• Si Chen, College of William & Mary