Challenges for Scoring Performance Assessments in the NBPTS System.Report as inadecuate

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Assessing complex teaching performance in the National Board of Professional Teaching Standards (NBPTS) has caused the Educational Testing Service to wrestle with fundamental scoring issues that are both conceptual and technical. This report reviews the challenges encountered, how they are being addressed, and what the NBPTS effort has learned over the past 3 years. Scoring a performance assessment is the overarching consideration in developing an assessment. In current development work for the NBPTS, scoring is the framework for the design of tasks and the entire assessment. The following challenges have been faced in developing assessment and scoring: (1) defining scoring against task-independent standards; (2) handling a broad range of content and contexts; (3) resolving pedogogical, cultural, and contextual bias; (4) interpreting unfamiliar representational forms and content; and (5) defining "The Standard" in setting the cut score. The NBPTS scoring system has evolved dramatically over the last 3 years into a process that makes certification decisions much fairer and more defensible. Without a coherent design process that begins with a clear sense of the desired claims to be made about a candidate, scoring will be found lacking. (Contains four figures.) (SLD)

Descriptors: Elementary Secondary Education, Higher Education, Licensing Examinations (Professions), Performance Based Assessment, Scoring, Standards, Teacher Certification, Teacher Evaluation, Test Construction, Test Content, Test Use

Author: Gitomer, Drew H.


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