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- Vol 5 RE: Chapters 4, 9
performance assessmentcomplex competenciesassessment validityassessment reliabilityknowledge transferscoring moderationmultilingual learnersEdited book Evidence summaryAt a glance
Darling-Hammond and Adamson assemble research and policy analysis on performance assessments that ask students to investigate, create, explain, demonstrate, or apply knowledge rather than select answers.
Key ideas
Chapters review historical experience, current assessment systems, design quality, validity, reliability, equity for multilingual learners, effects on teaching and teacher learning, and the costs and benefits of richer assessment. The book argues that well-designed tasks can measure complex competencies—reasoning, communication, problem solving, and knowledge transfer—while also generating useful evidence for instruction. Performance assessment is not automatically superior: tasks require careful standards, moderation, scoring expertise, accessibility, and attention to opportunity to learn. Sustainable systems combine multiple measures and use assessment to support curriculum and professional capacity rather than merely rank schools.
Why it matters
For educators and policymakers, the volume provides frameworks and examples for balancing authenticity with comparability, investing in scoring and teacher learning, and evaluating consequences as well as technical quality.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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