Performance Assessment in an Era of Standards-Based Educational Accountability

Published In: Performance Assessment in an Era of Standards-Based Educational Accountability / B. Stecher. (Stanford, CA : Stanford University, Stanford Center for Opportunity Policy in Education, 2010)

Posted on on April 01, 2010

by Brian M. Stecher

Read More

Access further information on this document at

This article was published outside of RAND. The full text of the article can be found at the link above.

A number of factors account for the failure of performance assessment to capture a large role in achievement testing in the U.S., and this history can inform educators and education policymakers looking for better ways to test students and schools in an era of standards-based accountability. This paper presents a definition of performance assessment and reviews recent history of performance assessments in the U.S. and the claims supporting this approach to measuring student performance. It summarizes research on the quality, impact, and burden of performance assessments used in large-scale K-12 achievement testing. The paper concludes with a discussion of the relevance of performance assessment to contemporary standards-based educational accountability and offers recommendations to support effective use of this form of assessment.

This report is part of the RAND Corporation external publication series. Many RAND studies are published in peer-reviewed scholarly journals, as chapters in commercial books, or as documents published by other organizations.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.