Performance-based assessment and instructional change: The effects of testing in Maine and Maryland

Abstract

To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low stakes, we studied middle school teachers in five districts in Maine and Maryland. Our observations suggest that the effects of state testing on teaching may be overrated by both advocates and opponents of such policies. When combined with moderately high stakes and other conditions, such assessments generate considerable activity focused on the test itself. This activity can promote certain changes, like aligning subjects taught with the test. It appears to be less successful, however, in changing basic instructional strategies.