Exploring the dimensionality of self-perceived performance assessment literacy (PAL)
- PDF / 479,081 Bytes
- 19 Pages / 439.37 x 666.142 pts Page_size
- 72 Downloads / 165 Views
Exploring the dimensionality of self-perceived performance assessment literacy (PAL) Michael P. Kelly 1 & Richard Feistman 2 & Emily Dodge 3 & Andresse St. Rose 4 & Josh Littenberg-Tobias 5 Received: 5 October 2019 / Accepted: 28 October 2020/ # Springer Nature B.V. 2020
Abstract Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments in performance assessments by states, as well as researchers’ theorized value of this type of assessment, the field has not developed a measure of assessment literacy specific to performance assessments that has sufficient psychometric evidence to support it. This study begins important research on developing a quantitative measure that can be used by educational practitioners to self-evaluate their own performance assessment literacy (PAL). Using the Quality Performance Assessment (QPA) framework from the Center for Collaborative Education as a foundation, this study explores and confirms the dimensionality of a 27-item survey instrument that assesses educational practitioners’ perceptions of their PAL using exploratory and confirmatory factor analysis. Our findings provide evidence that the instrument captures five reliable dimensions of PAL: valid design, reliable scoring, data analysis, fair assessment, and student voice and choice. Keywords Assessment literacy . Performance assessment . Survey research . Scale
development . Factor analysis The Every Student Succeeds Act (2015) allows up to seven states, or groups of states, to apply for flexibility under section 1204: Innovative Assessment Demonstration Authority. With greater assessment flexibility, states have made efforts to create * Michael P. Kelly [email protected]
1
Boston College, Chestnut Hill, USA
2
Teach Plus, Boston, USA
3
Harvard, Cambridge, USA
4
The Center for Collaborative Education, Boston, USA
5
Massachusetts Institute of Technology, Cambridge, USA
Educational Assessment, Evaluation and Accountability
balanced assessment systems (Wylie and Lyon 2017) with the key feature of not relying exclusively on one single type of assessment (e.g., statewide standardized multiple-choice assessments). Instead, these systems incorporate multiple types of assessments, especially formative and summative classroom assessments. One type of classroom assessment that is growing in popularity among states is performance assessment (Hoffman et al. 2015). For example, in academic year 2014–2015, the New Hampshire Department of Education gained federal approval to operate the Performance Assessment of Competency Education (PACE) pilot program in which participating districts administer common and local performance assessments instead of the Smarter Balanced assessment in most grades and subjects. Additionally, the New York Performance Assessment Consortium, with 38 member high schools in New York City, Rochester, and Ithaca Public Schools, has a waiver from the state to forego all but one state Regents exams, and instead, students must
Data Loading...
