A Balancing Act: Dilemmas of Implementing a High-Stakes Performance Assessment
A Balancing Act: Dilemmas of Implementing a High-Stakes Performance Assessment
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平衡之举：实施高风险绩效评估的困境
DOI：
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发表时间：
2013
期刊：
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通讯作者：
R. Lotan
中科院分区：
文献类型：
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作者：
Ira W. Lit;R. Lotan
当用于许可、个人和项目评估以及问责目的时，教学总结性绩效评估的结果的设计、实施、分析和解释存在很多困境。在本文中，我们探讨了加州教师绩效评估 (PACT) 对斯坦福大学教师教育计划 (STEP) 的影响。具体来说，我们探讨了这种高风险评估如何影响项目优先事项并推动结构和课程决策，这些决策可能与项目的概念框架和既定使命不一致，也可能不不一致。我们强调了在实施 PACT 教学活动（针对教师的高风险绩效评估）过程中对我们的计划提出的两个棘手的困境，以及我们“令人满意地”解决这些困境的尝试。
Dilemmas abound in the design, implementation, analysis, and interpretation of the outcomes of a summative performance assessment of teaching when used for licensing, for individual and program evaluation, and for accountability purposes. In this article, we explore the impact of the Performance Assessment for California Teachers (PACT) on the Stanford Teacher Education Program (STEP). Specifically, we explore ways in which this high-stakes assessment influences programmatic priorities and drives structural and curricular decisions that might or might not be at odds with the conceptual frame and stated mission of the program. We highlight two thorny dilemmas that have challenged our program in the implementation of the PACT Teaching Event—a high-stakes performance assessment for teachers—and our attempts to manage these dilemmas “satisficingly.”