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ERIC Number: ED557604
Record Type: Non-Journal
Publication Date: 2015
Pages: 7
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: N/A
Curriculum-Embedded Performance Assessments (CEPAs): Policy Considerations for Meaningful Accountability
Best, Jane; Winslow, Emily
McREL International
Educational assessments provide data that give policymakers a "snapshot" of how students are performing and serve as a means of holding teachers, schools, and districts accountable. Many contend, however, that assessments could do more to promote deeper learning in K-12 environments. One interesting possibility is the use of Curriculum-Embedded Performance Assessments (CEPAs). CEPAs are instructional units designed to promote subject matter learning and the acquisition of skill sets while providing data that can be used for both summative and formative purposes. The ultimate goal of CEPAs is to maintain consistency between what is taught, assessed, and how teachers are prepared. This brief provides policymakers an overview of CEPAs, gives examples of successful CEPA application at the classroom, school, district, and state levels, and suggests ways that CEPAs can improve policy-driven outcomes. Questions to consider and recommendations for policymakers are included.
McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: McREL International
Identifiers - Location: Maryland; Nebraska; New Hampshire; Ohio