NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1227795
Record Type: Journal
Publication Date: 2019-Sep
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1541-5015
Performance Assessment Practice as Professional Learning
Svihla, Vanessa; Kubik, Tim; Stevens-Shauger, Tori
Interdisciplinary Journal of Problem-based Learning, v13 n2 Article 2 Sep 2019
While performance assessment (PA) is well aligned to project-based learning (PjBL), teachers find it challenging to design and implement PA that is faithful to the authentic context of their projects and viewed externally as rigorous. In contrast to standardizing PA tasks--thereby diminishing authenticity--we formed a research-practice partnership (Coburn, Penuel, & Geil, 2013) that developed and used a "shell" to guide teachers in planning, implementing, and engaging in rigorous dialogues that evaluate and elevate PA practice across four PjBL schools. Drawing from analysis of artifacts and audio-recorded professional development sessions, we highlight how the effort to standardize PA practice while maintaining fidelity to authentic context provided rich opportunities for teacher learning and fostered higher levels of teacher responsibility for assessment.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico (Albuquerque)