Integrating performance assessments across a PK-20 continuum: A locally developed collaboration

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

The rise and fall of Missouri’s performance assessment of student teachers: A policy network analysis of the Missouri Pre-Service Teacher Assessment

“…Likewise, the New Hampshire Teacher Candidate Assessment Performance (NHTCAP) was developed based on on principles collaboratively determined by New Hampshire education stakeholders (McCurdy et al, 2018). The NHTCAP was adapted from the California PACT and requires teachers demonstrate how their instructional strategies impact student learning on five strands, which include contextualizing learners and learning; planning and preparing; instructing students and supporting learning; assessment of student learning; and reflecting and growing professionally.…”