Performance-based assessments: Analyzing impacts on perceived and actual student success in three performance-based districts

As one dissertation in a thematic study comprising of four researchers, this study delved into the performance-based assessment (PBA) practices of three focus Performance-based System (PBS) districts. The study investigated the perceptions of teachers regarding the accuracy of their assessments in predicting standardized assessment success, identified the alignment of aggregate grades/marks from different schools and districts against their respective state- standardized measures, and analyzed how teacher perceptions compared to actual results of the accuracy of student achievement on standardized assessments. Through a mixed-methods approach, both survey and focus group question data were analyzed through a variety of statistical measures.;Findings indicated that the increased use of performance-based assessments positively influences teachers' perceptions of student achievement. As usage of classroom performance-based assessments increase, perceptions of student achievement increase. Furthermore, PBS classroom grades/scores do not necessarily align with student achievement on statewide-standardized measures, and any strength of alignment differs between districts, grade levels, and subject areas. Finally, although data allows for some conclusions to be made, overall there is not a strong association between teacher perceptions of student achievement and actual performance outcomes.