Impact of Performance Assessments on Teaching and Learning
The previous chapter discussed the factors involved in "teacher appropriation" of assessment technologies. In this chapter, we extend the notion of "teacher appropriation" of assessment technology and discuss what we have learned about how teachers appropriate and extend performance assessments to change the pedagogical strategies they employ in their classrooms. We also discuss the impact of performance assessments and changed pedagogical practices on student learning. The discussion presented in this chapter is based primarily on three sources of information--student work; classroom observations; and interviews with students, teachers, parents, and principals. The data are indicative of the potential impact of various types of performance assessment systems on teaching and learning.
The discussion of the impact of performance assessments on teaching and learning is organized into the following sections: (a) teaching, including curriculum, instruction, and teacher role; (b) learning, including motivation to learn, thinking skills, and writing skills; and (c) barriers to effective classroom use, including lack of time and lack of clearly articulated content and performance standards.
Our data indicate that an important factor in understanding the impact of performance assessment systems on teaching and learning is the type of assessment tasks used to influence pedagogy. In this sample, interviewees involved in