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ERIC Number: ED561067
Record Type: Non-Journal
Publication Date: 2013-Sep
Pages: 52
Abstractor: ERIC
Reference Count: 72
Teacher Learning through Assessment: How Student-Performance Assessments Can Support Teacher Learning
Darling-Hammond, Linda; Falk, Beverly
Center for American Progress
As the internationally benchmarked Common Core State Standards, or CCSS, are adopted in states across the country, educators are seeking ways to support an increasingly diverse student population to meet these more demanding expectations. The likelihood that students will achieve the aims of the standards will be substantially shaped by how well teachers teach these challenging academic skills in ways that support a wide range of learners. Teachers' understanding of the standards and their grasp of how to teach them will also influence whether the new assessments provide useful insights, rather than harmful side effects, particularly for those students who have historically been least well served by their schools. This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems. The authors discuss how teachers' engagement with performance assessments influences their understanding of the standards and their students' abilities. This discussion includes comments from teachers about their experiences with performance assessments as provided through interviews conducted for this report as well as in previously published research. Finally, the authors recommend how these kinds of performance-assessment opportunities can be planted and scaled up as states and districts implement CCSS and deepen their efforts to teach 21st-century skills.
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for American Progress