How Performance Assessment Can Support Student and Teacher Learning

Principals’ Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement

“…The literature about professional development paints a strong portraiture of learning that should extend over time (DarlingHammond & McLaughlin, 2011); be continuous, ongoing, and include follow-up opportunities (Darling-Hammond & Falk, 2013); embedded within the workday and relevant to the teacher's needs ; content and grade specific (Desimone, 2011); and promotes collaboration, brainstorming, reflection, and inquiry (Timperley, 2008).…”

“…Researchers have identified features of professional development that support the transfer of learning to classroom practice (Avalos, 2011;Darling-Hammond & Falk, 2013;Desimone, 2011;Guskey & Yoon, 2009;Timperley, 2008 These features "have been associated with changes in knowledge, practice, and, to a lesser extent, student achievement" (Desimone, 2011, p. 69), andDarling-Hammond, Wei, Andree, Richardson, andOrphanos (2009) shared:…”

“…Researchers have identified features of professional development that support the transfer of learning to classroom practice (Avalos, 2011;Darling-Hammond & Falk, 2013;Desimone, 2011;Guskey & Yoon, 2009;Timperley, 2008 While the impact on student achievement is a critical indicator of the effectiveness of professional development, we believe the impact of professional development on teacher knowledge and instructional practice is also relevant, as these are worthwhile outcomes in themselves that support increased learning for students. (p.15) Job-embedded learning is a key feature of professional development that supports teachers as adult learners.…”

Performance assessment for vocational history teacher as certified educator

“…In addition, Crowe (Darling-Hammond, 2010) states that assessment is needed to inform whether teachers have developed teaching skills effective for their students. DarlingHammond (2010) also adds assessment as a guidance development of the teacher that can be used for evaluating and improving teacher education, mentoring, and professional development programs.…”

“…On the other hand, Darling-Hammond (2010) performance assessment, Isore (Elliott, 2015) classifiesthe instruments in to the four key elements: (1) teachers are involved in the process of assessment, (2) stakeholders understand the assessment process and have common language for quality development; 3) teachers take opportunity to express their perceptions and concern to the process; and (4) teachers have confidence in the evaluation.…”