Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning -- Copyright -- Contents -- Acknowledgments -- The Authors -- Chapter 1: Introduction: The Rationale and Context for Performance Assessment -- The Need for Performance Assessments -- The Return of Performance Assessment -- The Challenges for New Assessments -- The Purpose of This Book -- Part 1: Through a Looking Glass: Performance Assessment Past, Present, and Future -- Chapter 2: Looking Back: Performance Assessment in an Era of Standards-Based Educational Accountability -- Arguments for Performance Assessment -- Defining Performance Assessment -- Constructed Response versus Selected Response -- Elements of Performance Assessment -- Types of Performance Assessments -- Classifying Based on Stimulus Materials and Response Options -- Classifying Based on Content Knowledge and Process Skills -- Classifying Based on Subject Field -- Portfolio Assessments -- Recent History of Performance Assessment in Large-Scale Testing -- The Appeal of Performance Assessment -- Vermont Portfolio Assessment Program -- Kentucky Instructional Results Information System -- Maryland School Performance Assessment Program -- Washington Assessment of Student Learning -- California Learning Assessment System -- NAEP Higher-Order Thinking Skills Assessment Pilot -- Summary -- Research Findings -- Technical Quality -- Impact of Assessment Initiatives -- Current Examples of Large-Scale Performance Assessments -- Collegiate Learning Assessment -- National Assessment of Educational Progress -- National Occupational Competency Testing Institute -- Performance Assessments of Teachers -- Performance Assessment in the Context of Standards-Based Accountability -- How Performance Assessments May Be Best Used -- The Problem of High Stakes -- Recommendations.

Chapter 3: Where We Are Now: Lessons Learned and Emerging Directions -- A Context for Considering Performance Assessment -- Building on Current State Performance Assessment Models -- Connecticut -- New Jersey -- New York State -- Washington -- New England Common Assessment Program -- Promising and Emerging Assessment Practices -- College and Work Readiness Assessment -- The College Readiness Performance Assessment System -- Ohio Performance Assessment Pilot Project -- Lessons Learned from Current and Emerging Performance Assessments -- Task Quality -- Technical (Measurement) Quality -- A Proposal for New State Systems of Assessment -- On-Demand Component -- Curriculum-Embedded Performance Component -- A New Approach to Validity -- Conclusion -- Chapter 4: Reaching Out: International Benchmarks for Performance Assessment -- Finland -- Sweden -- England -- Australia -- Victoria -- Queensland -- Singapore -- Hong Kong -- International Baccalaureate Diploma Program -- Conclusion -- Part 2: Advances in Performance Assessment: Assessing and Supporting Learning -- Chapter 5: Performance Assessment: The State of the Art -- Design of Performance Assessments -- Goals of Performance Assessments -- Cognitive Theories in the Design of Performance Assessments -- A Conceptual Framework for Design -- Degree of Structure in Task Design -- Task Models -- Design of Computer-Based Simulation Tasks -- Designing Assessments That Measure Learning Progressions -- Review and Field Testing of Performance Assessments -- Scoring Performance Assessments -- Evaluating the Validity and Fairness of Performance Assessment -- Content Representativeness -- Cognitive Complexity -- Meaningfulness and Transparency -- Generalizability of Score Inferences -- Fairness of Assessments -- Consequential Evidence -- Instructional Sensitivity -- Additional Psychometric Issues.

Measurement Models and Performance Assessments -- Modeling Rater Effects Using IRT Models -- Equating and Linking Issues -- Conclusion -- Chapter 6: Adapting Performance Assessments for English Language Learners -- Performance Assessments and English Language Learners -- Benefits of Performance Assessments for ELLs -- Limitations of Standardized Assessments for ELLs -- Issues of Linguistic Complexity -- How Performance Assessments Can Be Made Most Valid for ELLs -- Scoring Performance Assessment Tasks -- Using Performance Assessments to Improve Teaching Quality -- Informing Teaching through Performance Assessment -- Assessing English Language Proficiency -- Classroom Performance Assessment in Action -- Reading and Writing -- Social Studies -- Conclusion -- Chapter 7: Supporting Teacher Learning through Performance Assessment -- Teacher Engagement in Assessment in High-Performing Countries -- Teachers' Involvement in Performance Assessment in the United States -- "Sitting Down" to Score -- Using Standards to Guide Evaluation -- Exploring Teaching -- Current Performance Assessment Initiatives -- The Silicon Valley Mathematics Assessment Collaborative -- Ohio Performance Assessment Project -- The Quality Performance Assessment Initiative -- Learning from Scoring -- Addressing the Opportunity Gap -- Building Communities of Practice -- Moving from a Culture of Testing to a Culture of Teaching -- Improving Teaching and Student Learning -- Conclusion -- Part 3: Policy and Performance Assessment: Developing Systems That Can Work -- Chapter 8: A New Conceptual Framework for Cost Analysis -- Framework for Categorizing Assessments -- Formative Assessments -- Benchmark Assessments -- Summative Assessments -- Summary -- Measuring the Costs of Assessment -- Expenditures -- Costs -- Addressing the Benefits of Performance Assessment.

Establishing a Framework for Identification of Costs and Expenditures -- Analyzing Expenditures for Assessment -- An Evidence-Based Model of School Finance -- Conclusion -- Chapter 9: Investing in Assessments of Deeper Learning: The Costs and Benefits of Tests That Help Students Learn -- The Challenges for New Assessments -- Evaluating Investments in Assessment -- What Do We Actually Spend for Testing Today? -- Realizing the Benefits of High-Quality Assessments -- Developing a Vision of a High-Quality Assessment System -- Making High-Quality Assessments Affordable -- Making High-Quality Assessment Feasible -- Conclusion -- Chapter 10: Building Systems of Assessment for Deeper Learning -- Assessing Where We've Been and Where We Are Going -- Defining College and Career Readiness -- Developing Systems of Assessment -- Examples of State Systems -- Examples of International Systems -- Why Is a System of Assessments Important? -- How Might States Develop Systems of Assessment? -- A Continuum of Assessments -- How Can Assessment Be Made Useful for Students as Well as Adults? -- Assessment to Guide Learning -- Assessment to Construct Student Profiles -- Assessment to Inform Valid Decisions -- New Systems of Accountability -- Defining Accountability -- Elements of an Accountability System -- Conclusion and Recommendations -- Chapter 11: Concluding Thoughts: Creating Next-Generation Assessments That Last -- New Opportunities -- Challenges and Lessons -- Lessons -- Costs -- Policy Recommendations -- Conclusion -- Appendix A: State Performance Tasks -- A1: Connecticut Academic Performance Test-Science Task -- Acid Rain -- A2: New England Common Assessment Program (NECAP) -- Everyday Life at the End of the Last Ice Age -- A3: New Jersey, HSPA/Special Review Assessment -- Writing Performance Assessment Task -- A4: New York, Regents Examinations.

United States History and Government Document-Based Essay -- A5: Vermont, Information Technology Performance Assessment Task -- Grade Cluster 9-12: Task #5 -- A6: Washington, Civics Classroom-Based Assessments -- Economics Classroom-Based Assessment: You and the Economy -- Health and Fitness CBA: Letter to the Editor -- Visual Arts CBA: A Zoo Mug -- Visual Arts CBA: Snack Time -- Appendix B: New Approaches to Performance Assessment -- B1: Collegiate Learning Assessment Performance Task -- B2: Ohio Performance Assessment Pilot Project -- How Things Work -- B3: College-Readiness Performance Assessment System ThinkReady Task -- Interpreting Statistics in the Social Sciences -- Appendix C: A Framework for Measuring the Costs, Expenditures, and Benefits of Performance Assessment -- Appendix D: Spending for Interim Testing at the Local District Level -- California -- Kentucky -- Massachusetts -- Notes -- References.