Mathematics performance assessment in the classroom: Effects on teacher planning and student problem solving

The purpose of this study was to examine effects of classroom-based perform ance-assessment (PA)-driven instruction. Sixteen teachers were randomly ass igned to PA and no-PA conditions. PA teachers attended a workshop administe red 3 PAs over several months, and met with colleagues to score PAs and sha re ideas for providing student feedback and instruction. PA teachers' knowl edge about PA increased; their curriculum shifted toward problem solving; a nd they reported relying on varied strategies to promote problem solving. C ompared to no-PA students, above-grade PA students showed stronger problem solving on all measures; at-grade PA students, on 2 of 3 measures; below-gr ade students, on only 1 dimension of 1 measure. Professional development ne eds to promote mathematical problem solving among all students are discusse d.