The authors assert that innovative assessment measures capture POG competencies more fully than traditional standardized tests¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2028: tool and model accuracy changes quickly

Subclaims¶

q1 i? Performance assessments, portfolios, certifications, and digital badges provide a more comprehensive view of student abilities related to POG competencies than traditional standardized tests, according to the authors. → Terrell 2025

Evidence¶

Terrell 2025¶

Terrell, J. H., Ahigian, R., Garvey, M., & Barzee, S. (2025). So, you want to create a Portrait of a Graduate? Factors and considerations for the field. WestEd. https://eric.ed.gov/?id=ED673579

q1 · i? · theoretical · r2

The authors' assertion in the assessment section of the brief, offered without cited empirical evidence. They argue these methods "encourage students to demonstrate their knowledge and skills in practical, real-world contexts" and are more reflective of POG competencies than standardized tests.

"Innovative assessment measures like performance assessments, portfolios, certifications, and digital badges can provide a more comprehensive view of a student’s abilities related to POG competencies and skills."

Studies bearing on this claim¶

What does portfolio evidence add to assessment and selection decisions over a test, and can it be judged consistently? This table gathers the studies behind this claim and the 3 narrower claims that bear on it: 3 distinct studies (1 theoretical, 1 qualitative, 1 design), q1–q2, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions — related
• Student portfolios are reported to be a useful method for noticing student growth on Portrait of a Graduate competencies — related
• Districts face validity, reliability, comparability, and accountability-tension challenges in assessing future-ready skills — related
• Districts use a wide variety of methods to assess Portrait of a Graduate skills, varying across contexts and grade levels — related
• About 31 percent of surveyed teachers report being extremely or very likely to try micro-credentials once introduced to the idea, with another 34 percent somewhat interested — related
• Traditional end-of-passage assessment formats may inadvertently measure extraneous constructs such as working memory, attention, and language — related
• Assessment of young multilingual learners is hampered by a dearth of valid, linguistically appropriate measures and by English-only administration — a narrower finding that bears on this claim
• Performance assessments can be reliably scored when designed appropriately and used with other measures — related
• The portfolio adds context to holistic review that readers say helps level the playing field for applicants from under-resourced high schools — a narrower finding that bears on this claim
• An analysis of 69 district Portraits of a Graduate finds six Skill Sets that capture 90 percent of the attributes districts articulate — related
• POG frameworks most frequently emphasize communication, critical thinking, collaboration, and perseverance/adaptability among their competencies — related
• Requiring an admissions portfolio coincided with a large drop in BBA applications, consistent with filtering for intentional applicants, with volumes recovering after outreach — a narrower finding that bears on this claim
• Educators' efforts to support SEL are hampered by a lack of available, unbiased measures of related competencies — related