ABSTRACT
This chapter explores the challenges and implications of designing authentic assessments for accountability purposes. It takes the position that performance-based and -related assessment approaches must be meaningfully incorporated into accountability systems—by serving as at least one key source of “input” data. The chapter focuses on design considerations for performance-based assessments for use in accountability systems. There are many types of “alternative” assessments, but they are often classified into two main categories: performance assessments and portfolios. Exhibitions are extended, often interdisciplinary performance tasks typically used as culminating or capstone experiences by certain school districts and states as part of student graduation determinations. Exhibitions are typically considered extensions of “performance-based” assessments. The relationship between Student Learning Objectives (SLOs) assessments to generate individual student scores and the set of SLOs to make inferences regarding teaching effectiveness highlights the way that accountability systems (should) influence the design of SLOs and related assessments.
