A r c h i v e d  I n f o r m a t i o n

Findings From Assessment of Student Performance

The study Assessment of Student Performance looked at the key characteristics of performance assessment, the facilitators and barriers in assessment reform, and its effects on teaching and learning. Among the researchers' findings and recommendations:

Teachers. In using performance assessments, teachers

• teach subjects in more depth than they used to;

• sometimes cut back their coverage in some areas; and

• emphasize research and performance-based project work, writing skills, and group work.

• are more eager to learn;

• improve their writing skills and habits as a result of writing done in assessment tasks; and

• acquire good research and analytical skills.

• state clearly the purpose of the assessment system;

• put in place systemwide procedures that ensure the technical quality of the system;

• involve teachers in designing the system and putting it in place;

• make sure the performance assessment system contains a mix of different types of performance tasks and scoring procedures;

• coordinate assessment reform with other parts of education reform;

• consider how long it takes to make changes permanent when setting a reform timeline;

• let the public know the theory of and purposes for the assessment system;

• provide and encourage ongoing staff training;

• provide teachers with the time to develop assessments; and

• grant waivers from testing and reporting requirements to schools experimenting with innovative assessment techniques.

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[Studies of Education Reform]

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