Case-study states use performance-based assessments to provide more opportunities for students to demonstrate mastery of skills and content¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? State education agency interviewees across the case-study states reported that performance-based assessments give districts, schools, and students additional ways to demonstrate learning. → 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

Qualitative case study of seven states based on interviews and focus groups with state education agency staff or consortium leadership. The report states performance-based assessments "are used to provide more opportunities for students to demonstrate mastery of skills and content."

"Despite the case study states taking different approaches to implementing performance-based assessments, a common theme shared by the states was that performance-based assessments are used to provide more opportunities for students to demonstrate mastery of skills and content."

Studies bearing on this claim¶

Do extended performance tasks give learners more and better chances to show what they can do than tests alone? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 2 distinct studies (2 qualitative), q2, 0 of 2 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¶

• Students report that tests dominate assessment, carry too much weight, and create stress, while extended performance-based assessments offer better opportunities to learn and showcase learning — related
• 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
• State interviewees raised three equity concerns about performance-based assessments: perceived lower rigor and tracking, uneven implementation quality, and inequitable or unreliable scoring — related
• Case-study states rely on locally developed performance assessments created and piloted by teachers, with collaborative scoring — related
• States integrate performance-based assessments as a complement or alternative to traditional multiple-choice tests within a broader assessment strategy — a broader claim this one bears on