State interviewees raised three equity concerns about performance-based assessments: perceived lower rigor and tracking, uneven implementation quality, and inequitable or unreliable scoring¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Interviewees identified three equity concerns: performance assessments could be perceived as less rigorous and lead to tracking into remedial pathways; implementation quality could vary across districts due to varying teacher and leader capacity; and assessment scoring could be inequitable or unreliable. → Jenna Howard Terrell 2023
Evidence¶
Jenna Howard Terrell 2023¶
Jenna Howard Terrell, Sarah Barzee. (2023). Graduation Requirements and Measures: A Review of Performance Assessment Implementation in Select States for the New York State Education Department. WestEd. https://eric.ed.gov/?id=ED633310
q2 · i? · qualitative · r2
Interview-based finding from the equity section of the case studies. The report lists three concerns, including that performance assessments "could be perceived as being less rigorous" and risk tracking students into remedial pathways.
"The second concern regarded inequity in quality implementation across districts due to varying capacities of teachers and leaders. The third concern was about inequitable or unreliable performance of assessment scoring."
Discussion¶
Related Claims¶
- Performance assessments can be reliably scored when designed appropriately and used with other measures — the general claim this finding bears on, with the studies behind it
- Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently — related
- Case-study states use performance-based assessments to provide more opportunities for students to demonstrate mastery of skills and content — related
- The literature contains a gap regarding the development of assessments based on learning styles — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
equity-concerns-performance-based-assessments |
title |
State interviewees raised three equity concerns about performance-based assessments: perceived lower rigor and tracking, uneven implementation quality, and inequitable or unreliable scoring |
description |
State interviewees raised three equity concerns about performance-based assessments: perceived lower rigor and tracking, uneven implementation quality, and inequitable or unreliable scoring |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jenna-howard-terrell-2023 |
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