Abstract
ABSTRACT The purpose of this study is to present a literature-based, initial “evaluation of acceptability” (American Educational Research Association et al., 2014, p. 7) of the Numerically Leveled Performance Assessment Framework (NLPAF). Its results enable confidence in continuing its use in the authors’ professional development work and in making it available to professional developers and researchers. The authors developed the NLPAF to guide elementary mathematics teachers enrolled in a professional development program in constructing performance assessments they then administer up to three times annually to their students. These assessments measure growth across time in mathematical proficiency relating to the domain of whole number operations most prominent in the curriculum standards for the grade level taught. Numerically leveled refers to the process teachers learn and apply to estimate the size and numerical complexity of computations to be used in designing performance tasks for their students’ unique levels.
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