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ERIC Number: EJ1169445
Record Type: Journal
Publication Date: 2018-Jan-29
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1068-2341
Integrating Performance Assessments across a PK-20 Continuum: A Locally Developed Collaboration
McCurdy, Kathryn; Reagan, Emilie Mitescu; Rogers, Audrey; Schram, Thomas
Education Policy Analysis Archives, v26 n14 spec iss Jan 2018
A response to Stosich et al.'s (2018) article reviewing ways in which states have taken up performance assessments, this commentary seeks to extend the focus and use of performance assessments to preservice teacher education. As such, the authors describe statewide initiatives in New Hampshire that are working to integrate performance assessments along a PK-20 continuum by articulating how Stosich et al.'s key points of educator capacity, context, and assessments for and of learning are developing in one state. This commentary highlights key contextual factors for the lasting implementation of the performance assessments as well as raises critical new challenges and opportunities for understanding this tool as an assessment for and of learning.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire
Grant or Contract Numbers: N/A