Abstract
The purpose of this study was to examine effects of classroom-based performance-assessment (PA)-driven instruction. Sixteen teachers were randomly assigned to PA and no-PA conditions. PA teachers attended a workshop, administered 3 PAs over several months, and met with colleagues to score PAs and share ideas for providing student feedback and instruction. PA teachers' knowledge about PA increased; their curriculum shifted toward problem solving; and they reported relying on varied strategies to promote problem solving. Compared to no-PA students, above-grade PA students sh'owed stronger problem solving on all measures,, at-grade PA students, on 2 of 3 measures; below-grade students, on only 1 dimension of 1 measure. Professional development needs to promote mathematical problem solving among all students are discussed.
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