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ERIC Number: EJ1148608
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1553-541X
The Future Is Performance Assessment
French, Dan
Voices in Urban Education, n46 p6-13 2017
As more people question the value of standardized testing, the public appetite for a change in the accountability system grows. A 2016 national survey found that "voters consider standardized tests the least important factor in measuring the performance of students," preferring instead to have a multiple-measures data dashboard of student progress (McLaughlin & Associates 2016). In an annual national poll on attitudes toward public schools, 64 percent of respondents stated there was too much emphasis on testing, and testing was ranked dead last on a list of what is most important as a strategy for improving public schools (PDK International 2015). Transitioning to performance assessments as a measure of student learning has equity at its center, with the goal of enabling a greater diversity of students to demonstrate proficiency in what they know and are able to do. More research is needed on the impact of performance assessments on student learning. With an ever diversifying student enrollment, going down the path of promise rather than continuing to use a system that suppresses creative learning and perpetuates wide gaps in achievement by group seems like the best solution. This article also includes a "Perspective" entitled "A Foundation's View on the Importance of Performance Assessment" by Nick C. Donohue (president and CEO of the Nellie Mae Education Foundation).
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A