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?