Integrating Performance Assessments Across a PK-20 Continuum: A Locally Developed Collaboration.
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| Title: | Integrating Performance Assessments Across a PK-20 Continuum: A Locally Developed Collaboration. |
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| Alternate Title: | Integración de evaluaciones de rendimiento en un continuo PK-20: Una colaboración desarrollada localmente. Integração das avaliações de desempenho em um PK-20 contínuo: Uma colaboração desenvolvida localmente. |
| Authors: | McCurdy, Kathryn1 kathryn.mccurdy@unh.edu, Mitescu Reagan, Emilie1 emilie.reagan@unh.ecu, Rogers, Audrey2 a.rogers@snhu.edu, Schram, Thomas3 tom.schram@unh.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 1/29/2018, Vol. 26 Issue 7-16, p1-11. 11p. |
| Subject Terms: | *Education of student teachers, *Academic achievement, *Educational cooperation, *Educators, *Learning, *Effective teaching |
| Abstract (English): | 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. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Como una respuesta al artículo de Stosich et al. (2018) sobre las evaluaciones del desempeño del estado, este comentario amplía el enfoque y el uso de las evaluaciones del desempeño a la formación docente pre-servicio. Los autores describen iniciativas estatales en New Hampshire que están trabajando para integrar evaluaciones de desempeño a lo largo de un continuo PK-20 y articulan cómo se desarrollan los puntos clave de Stosich de capacidad educativa, contexto y evaluaciones para y de aprendizaje en un estado. Este comentario destaca los factores contextuales clave para la implementación duradera de las evaluaciones de desempeño, así como plantea nuevos desafíos y oportunidades para entender esta herramienta como una evaluación para el aprendizaje. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Como resposta ao artigo Stosich et al. (2018) em avaliações de desempenho do estado, este comentário se estende a abordagem eo uso de avaliações de desempenho de pré-formação contínua de professores. Os autores descrevem iniciativas estaduais em New Hampshire que estão trabalhando para integrar as avaliações de desempenho ao longo de um PK-20 contínua e articular pontos como principais Stosich de educacional capacidade, contexto e avaliações para a aprendizagem e desenvolver um estado. Este comentário destaca a chave para a implementação de avaliações de desempenho fatores contextuais, bem como novos desafios e oportunidades duradouras para entender isso como uma ferramenta de avaliação para a aprendizagem. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.26.3437 |
