Summary and Keywords
Performance-based assessments are assessments in which learners complete a complex task or series of tasks in order to demonstrate their learning. Originally designed and used with school-aged learners (ages 5 through 18), the use of performance-based assessments gained popularity in the early 2000s as a way to deeply assess learners’ knowledge and skills. The National Board of Professional Teaching Standards has been using performance-based assessments, which include video evidence of teachers, artifacts of student work, and teachers’ written reflections as part of their credentialing process. For individuals seeking their initial teaching license or teaching credential, in the past decade in the United States, teacher education programs have started to use performance-based assessments. The most widely used performance-based assessment in teacher education in the United States is edTPA, an assessment that was either required or used as an option in 37 states at the time this chapter was written. The edTPA assessment, similar to the National Board portfolio, includes video evidence from the teacher candidate’s instruction, lesson plans, artifacts of student learning, and the teacher candidate’s written reflections about their planning, teaching, and assessment of their students. This chapter describes performance-based assessments in teacher education programs, and focuses on how faculty members in one elementary education (students age 5–11) teacher education program revised its curriculum to support teacher candidates’ completion of the edTPA performance-based assessment.
Access to the complete content on Oxford Research Encyclopedia of Education requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.