Using performance assessments instead of high-stakes tests: A promising strategy for a better future

Abstract

According to the National Assessment of Educational Progress (NAEP), US reading and math scores have recently dropped. This decline is believed to be the result of the school closings that occurred during the COVID-19 pandemic. The drop likely contributed to the increase in pressure educators are feeling to teach in a way that leads to higher test scores. Unfortunately, one of the ways many teachers are assessed in the United States is according to how well their students perform on high-stakes standardized tests, which often provide misleading information on the extent to which students are learning. The passing of the Every Student Succeeds Act (ESSA) alleviated some of the problems associated with using these tests to evaluate student learning and the effectiveness of teachers. However, after ESSA was passed, some states have continued to use tests for these reasons. The United States is not the only nation that implements high-stakes standardized tests to evaluate the academic skills of students. Many other nations use this approach. In addition to frequently providing inaccurate information on student learning, this approach to assessment is harmful in other ways. This paper reminds policymakers how harmful this approach to assessment can be. It also provides details on how the use of performance assessments can improve the way student learning is evaluated in America and the rest of the world.