"Re-Balancing Assessment: Placing Formative and Performance Assessment at the Heart of Learning and Accountability"
Embedding performance assessments into curriculum could provide less intrusive accountability measures for schools, according to a report from the research groups McREL International and Measured Progress.
The report draws parallels to state driving tests, which balance a fact-based test with a probationary period and a hands-on test of performance. The authors suggest that states instead create rubrics under which districts could develop performance measures in different grades and subjects, and use audits to ensure the measures were valid and appropriate.
Vol. 34, Issue 22, Page 5