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 donít have the time to engage with these more complex problems. They havenít 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 studentsí mathematical performance that local and state standards require?