Using Performance Assessments To Measure Teachers' Competence in Classroom Assessment

The development and pilot testing of a set of performance assessments to determine classroom teachers' measurement competencies in areas covered by "Standards for Teacher Competence in Educational Assessment of Students" (1990) are described. How the use of performance assessments in a graduate-level classroom-assessment course can enhance student learning and increase the transfer of the measurement concepts to the classroom is shown. Twenty-nine graduate students enrolled in a course in educational measurement were pretested and posttested with the Teacher Competencies Assessment Questionnaire (TCAQ) during a classroom assessment course. Eight performance-based tasks, matched with the "Standards," were developed for the class. Results indicate that students who complete a measurement course that is performance-based increase their assessment competence as measured by the TCAQ. Performance-based educational measurement courses, in emphasizing higher order thinking skills, actively involving students in the learning process, and personalizing instruction, may increase the relevance of assessment to practitioners, and may increase the likelihood that measurement concepts will carry through to the classroom. Three tables present study data. Attachments include a list of assessment tasks for individuals and partners, a course outline, and a list of classroom assessment tasks. (SLD)