of Performance Assessments
|•||Teachers' level of involvement in the design and implementation of the assessment system.|
|•||The level of prescription of the assessment system, including assessment tasks and implementation procedures.|
|•||The type and extent of professional development provided to teachers with respect to the assessment and its intended objectives.|
|•||The presence or absence of other, complementary or competing, education reforms and assessment systems.|
|•||School organizational structures that support or hinder teacher use of the assessment.|
Figure 4.1 illustrates the posited relationship among student learning, pedagogical change, teacher appropriation of assessment technologies, and facilitators and barriers in that appropriation.
As is clear from the analysis that follows, each of these factors can serve either as a facilitator of or a barrier to reform, depending on its presence or