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Challenge Teachers are reluctant to use performance assessments


Our district is implementing performance assessment. This presents teachers with new challenges. It introduces a wider range of task types than is typical in classrooms. Teachers believe they don�t have the time to engage with these more complex problems. They haven�t had opportunities to learn to assess student responses, and scoring student work requires an approach different from simply marking right and wrong answers. How can teachers learn to
  • embed high-quality performance assessments into their existing curriculum;
  • use assessment to promote student learning and monitor and adjust their own teaching, and
  • use scoring practices that value the broader range of students� mathematical performance that local and state standards require?