Case-study states rely on locally developed performance assessments created and piloted by teachers, with collaborative scoring¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Every case-study state relies on locally developed performance assessments developed and piloted by teachers, and almost all states described scoring as a collaborative process in which teachers develop, calibrate, and pilot rubrics together. → 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

Cross-case finding from state interviews: "every state relies on locally-developed performance assessments that are developed and piloted by teachers." Interviewees stressed local context, and states like Oregon and Virginia provide resources such as student samples.

"Each state has its own procedures for developing and scoring performance assessments, though every state relies on locally-developed performance assessments that are developed and piloted by teachers."

Jenna Howard Terrell 2023 (2)¶

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 finding on scoring practice: teachers "develop and calibrate the scoring rubrics together and then pilot the rubrics" before sharing them, per the report's cross-case synthesis.

"Almost all case study states mentioned that they approached scoring as a collaborative process, where teachers develop and calibrate the scoring rubrics together and then pilot the rubrics before making them available to others."

Discussion¶

Related Claims¶

• POG development approaches vary across states, with about a dozen state education agencies leading standardized statewide frameworks and other states leaving development to individual districts — related
• Case-study states use performance-based assessments to provide more opportunities for students to demonstrate mastery of skills and content — related
• Districts face validity, reliability, comparability, and accountability-tension challenges in assessing future-ready skills — related
• The VCP rubric was difficult for teams to use because it lacked standardized calibration and its process and content categories were unclear — related
• Students are typically passive users of assessment rubrics in authentic assessment designs — related