• Recognition of achievement of professional and personal milestones •
Quality of performance assessment and feedback.
The protocols and practices of Quality Performance Assessment were designed specifically to help teachers ensure the technical
quality of their performance assessments.
Not exact matches
In a statement to Canadian Business he said, «Surveys are by no means the final word on the
quality or
performance of a business school, but they do offer prospective students and corporate recruiters a truly independent and objective
assessment.»
Several
performance reporting systems now report publicly on aspects
of quality such as surgical outcomes, 8 adherence to evidence - based
quality measures, 9,10 and patients»
assessments of care, 11 but few public reports about the
quality of health care organizations have also assessed the equity
of care provided by those organizations.
The Advanced Placement exam is but one example
of a high -
quality performance - based
assessment, one that promotes authentic learning, provides substantial teacher development, and maintains test validity, reliability,...
Supporters
of the
Quality Performance Accreditation, the
assessment and accountability portion
of the state's 1992 School District Finance and
Quality Performance Act, anticipate that they have the political power to hold off the plan's foes.
Efforts to Improve Teacher
Quality: Although Delaware requires only a basic - skills test for teachers to earn their initial licenses, it also has a
performance assessment, consisting
of classroom observations, to evaluate novice teachers once they are in the classroom.
In order to make licensure a mark
of quality,
assessment needs to document knowledge and
performance in practice and over time.
Too often what passes for
assessment is less focused on
quality of performance than on issues
of format and punctuality — both
of which can be important, but are not central.
A 1995 RAND report on a statewide program in Vermont concluded that portfolio
assessment «has been largely unsuccessful so far in meeting its goal
of providing high -
quality data about student
performance.»
The paper defines
performance assessment and different types
of performance tasks; reviews recent history
of performance assessments in the United States; and summarizes research on the
quality, impact, and burden
of performance assessments used in large - scale K - 12 achievement testing.
The numbers surely look very promising, but remember these jobs demand the highest
quality of performance, and that includes lots
of tests and internal
assessments.
At Bill Quay Primary School, the technology allows people to upload their own self -
assessment contributions, saving time and improving access to information such as Ofsted reports, policy documents,
quality assurance processes and guidelines, minutes
of meetings, school
performance data and other documentation.
Barron and Darling - Hammond (2008) recommend providing students with several opportunities to review and revise their project work (as a way
of delivering a polished
performance) and providing comments rather than grades during these
assessments to focus attention on the
quality of work rather than the worker.
There are different independent ratings
of the
quality of the learning standards currently existing for each state, and these can be combined with
assessments of student
performance from the National Assessment
of Educational Progress (NAEP).
In his letter, Duncan expressed his disappointment in the failure
of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high -
quality college - and career - ready (CCR) state
assessments as a significant factor in determining teacher and principal
performance levels.»
The consortium, says Linda Darling - Hammond, Charles E. Ducommon Professor
of Education at Stanford University, represents an attempt «to develop high -
quality performance assessments that can be evaluated in a reliable way.»
The framework provides a holistic
assessment of school
performance based on student growth and achievement in grades 3 — 8; school climate measures, including attendance and re-enrollment; and preschool classroom
quality.
The authors conducted a review
of research on audience response systems (ARS) and conclude that the evidence supports benefits
of ARS, including improvements to the classroom environment (increases in attendance, attention levels, participation, and engagement), learning (interaction, discussion, contingent teaching,
quality of learning, and learning
performance), and
assessment (feedback, formative, and normative).
Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in reading and math and helps districts build
assessments that produce high -
quality data about student
performance and match the level
of rigor and item types found on statewide
assessments.
Achieve, which normally assesses accountability systems at the state level for «
quality and coherence,» praised the Montgomery County
assessments as rigorous, high -
quality measures that are good predictors
of students»
performance on state - level tests.
Creating & Recognizing
Quality Rubrics and accompanying CD - ROM draws from over 20 years
of the author's direct experiences with developing rubrics and
performance tasks, devising interesting ways to use rubrics as teaching tools in the classroom, employing rubrics to score thousands
of pieces
of student work for classroom and large - scale
assessments, and working with teachers to make their rubrics more instructionally powerful.
It discusses steps that can help ensure that
performance assessments are high -
quality, rigorous, and well understood and that can facilitate the use
of these
assessments in higher education decisions.
Helping states meet Title I's requirement that they have challenging content and
performance standards in at least math and English / language arts by the fall
of 1997 and high -
quality aligned
assessments by 2000 - 2001.
During the past two decades, he has been involved in the design
of performance - based
assessments; education for understanding; the use
of multiple intelligences to achieve more personalized curriculum, instruction, and pedagogy; and the
quality of interdisciplinary efforts in education.
One
of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high -
quality college - and career - ready (CCR) State
assessments as a significant factor in determining teacher and principal
performance levels, along with other measures
of professional practice such as classroom observations.
That said, we also suggest that although there is currently a move away from the more elaborate forms
of performance assessments (i.e. California, Arizona, Kentucky), these decisions are rarely based on psychometric
qualities alone.
Quality control in the development and use
of performance assessments.
In her consulting work, Ms. Danielson has specialized in aspects
of teacher
quality and evaluation, curriculum planning,
performance assessment, and professional development.
Increase the
quality and relevance
of the
assessment system by including locally embedded authentic
performance - based
assessments.
As part
of the
Quality Support Center, AACTE is partnering with Educational Testing Service (ETS) to support members» use
of teacher
performance assessments.
The report recommended that: policy makers ensure curriculum and
assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting
performance on end -
of - the - year tests, if teachers believe they are high -
quality.
You can still achieve a measure
of technical
quality with a mix
of local and common
performance assessments, even if it is
of a different nature than historical practice.
Whether it be transitioning to competency - based progression, designing high
quality performance assessments, or embedding out -
of - school learning experiences into the curriculum, school cultures and practices don't change without substantial time freed up for the adults in a school to plan, design, and reflect on their craft.
Most noteworthy, as the lead technical partner and key policy advisor for New Hampshire's innovative
assessment and accountability pilot,
Performance Assessment of Competency Education (PACE), the Center is ensuring the quality and rigor of PACE performance assessments and designing methods for evaluating the comparability of student results across
Performance Assessment of Competency Education (PACE), the Center is ensuring the
quality and rigor
of PACE
performance assessments and designing methods for evaluating the comparability of student results across
performance assessments and designing methods for evaluating the comparability
of student results across districts.
Schoolwide and district - wide processes that support the development, implementation, and calibration
of quality performance assessments will support common understanding and equitable outcomes.
CCE's
Quality Performance Assessment staff, share insights from the pilot of the Innovative Lab Network (ILN) in three New England states — Maine, New Hampshire, and Rhode Island — and highlight the impact that performance assessment has on student, educator and schoo
Performance Assessment staff, share insights from the pilot
of the Innovative Lab Network (ILN) in three New England states — Maine, New Hampshire, and Rhode Island — and highlight the impact that
performance assessment has on student, educator and schoo
performance assessment has on student, educator and school learning.
The purpose
of this study was to: 1) determine the amount
of money a typical state would incur to implement a high -
quality assessment (HQA) system including
performance components in comparison to the amount currently being spent on their state
assessment, and 2) determine if various cost -...
As you find time in this busy end -
of - year season to reflect with your colleagues, we'd like to share a change process and sample timeline from our
Quality Performance Assessment Guide that demonstrates an approach to launching performance asses
Performance Assessment Guide that demonstrates an approach to launching
performance asses
performance assessment work.
We need to leave behind standardized testing as the sole measure to determine whether students and schools are succeeding or failing, and adopt new models that include rich, curriculum - embedded
performance assessments and multiple measures
of assessing school
quality.
Information, resources and tools that highlight the power
of performance assessments as robust tools to measure student growth in multiple ways with technical
quality (reliable, valid and fair).
Using real - world data to solve real - world problems is a key component
of quality performance assessment tasks, particularly in Math and Science.
What evolved was a measurement framework that based its
assessment of school
quality on students»
performance on only a single
assessment (an invalid standard for measuring student progress) and mandated a series
of wide - ranging sanctions that did not prove to significantly improve student or school
performance.
Two decades
of research has found that when teachers use, score, and discuss the results
of high -
quality performance assessments over time, both teaching and learning improve.
When it comes to the
assessment quality,
assessment literate individuals understand that the
assessment is comprised
of exercises that present challenges to the examinee and elicit a response to be evaluated in terms
of performance criteria.
In support
of AACTE's mission to build capacity for high -
quality educator preparation programs, we are excited to announce plans for new regional workshops focused on
performance assessment, continuous improvement, and
quality assurance.
In addition to the regional workshops, the
Quality Support Center offers web - based resources on national
performance assessments such as edTPA and PPAT, downloadable materials to support the secure use
of classroom video, a series
of 4 — week online seminars, and more.
It is the first research to be produced through Reimagining College Access (RCA), a national initiative
of the Learning Policy Institute and EducationCounsel that brings together for the first time k - 12 and higher education policy and practice leaders (see list below) to recognize high -
quality k — 12
performance assessment systems and enable higher education institutions to understand and recognize evidence from such systems (as they do with International Baccalaureate and Advanced Placement programs, for example).
i. Assurance
of the technical
quality of assessment used for state reporting so that the evidence
of learning derived from the classroom, school or district
performance assessments is accurate, valid and reliable for the purposes for which it will be used; ii.
... We need high -
quality assessments that reflect actual learning, and we need to consider indicators
of school
performance other than simply test scores.»