Performance -based assessment: Teacher perceptions of implementation and related potential outcomes

The purposes of this study were to determine: (a) whether and to what extent teachers\u27 perceptions of a district-wide performance-based student assessment program (PBA) correlated with teacher demographics (sex, age, years in the district, years teaching, regular or special education, grade level/subject area taught, elementary or secondary assignment, year of undergraduate degree, and highest level of education attained); (b) whether and to what extent teachers\u27 perceptions of the implementation of PBA correlated with their perceptions of PBA\u27s effects on teaching behaviors, professional identity, relationships with others in the profession, and student achievement; (c) the extent to which teachers felt the implementation was successful and their recommendations for improvement of the implementation of PBA