Reallocate resources from test preparation and interim assessments to performance task development and scoring as professional learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that leaders consider the potential for meaningful and sustained professional learning when making resource allocation and budgeting decisions. While performance assessments cost more to design and score than multiple choice questions, it argues resources can be reallocated from test preparation and interim assessments that are essentially practice tests, and professional development time can be allocated for design and scoring, since teachers consistently note benefits of designing and reviewing performance assessments for their own learning and planning.

Design Implications¶

Context¶

Requirements¶

• Leaders must treat professional learning as part of the assessment value proposition

Constraints¶

• The report acknowledges performance assessments cost more in money and time than machine-scored items

Target Learners¶

• K-12 teachers and the students they serve

Target Learning Goals¶

• teacher understanding of standards and disciplinary pedagogy

Related Strategies¶

• Use performance assessments in conjunction with selected-response items, counting enough toward final scores to matter
• Support the shift from standardized testing toward diverse assessment strategies—performance-based assessments, portfolios, and experiential learning—with teacher training, resource allocation, and accountability flexibility

Examples¶

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Key Sources¶

• Badrinarayan, A. (2025). Instructionally relevant assessment systems: What is the role of performance assessments? Learning Policy Institute. https://doi.org/10.54300/411.469