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ERIC Number: ED543665
Record Type: Non-Journal
Publication Date: 2008-Jun
Pages: 54
Abstractor: ERIC
Reference Count: 19
Key Issue: Using Performance-Based Assessment to Identify and Support High-Quality Teachers
Coggshall, Jane; Max, Jeffrey; Bassett, Katherine
National Comprehensive Center for Teacher Quality
Performance-based assessment of teachers includes a class of measurement methods designed to assess the quality of teacher performance on one or two important aspects of teaching. It may include portfolios, structured observations, video records of practice, and teacher work samples. Performance-based assessment can be contrasted with assessments that assess knowledge of particular concepts without examining the application of that knowledge to particular teaching tasks. Scoring of performance-based assessment requires the application of professional judgment to evaluate the quality of the performance, because there is no single correct answer as with traditional multiple-choice tests. Performance-based assessment methods are scored by trained and calibrated assessors who use rubrics--written scales that define levels of quality performance based on standards of practice--to make judgments of performance quality. This paper presents strategies for implementing performance-based assessment.
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality
Identifiers - Assessments and Surveys: Praxis Series