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Nia, Zargham Faramarzi; Rad, Hamid Farhadi; Mehralizadeh, Yadollah; Soteh, Rahmatullah Gholipour – Tuning Journal for Higher Education, 2022
The main aim of the present study was to analyze the causes, outcomes, and strategies of performance-based budgeting in the Iranian higher education system. To this end, a qualitative approach based on the grounded theory was used. In order to collect reliable data, in-depth semi-structured interviews were conducted with two groups of experts who…
Descriptors: Foreign Countries, Performance Based Assessment, Educational Finance, Budgets
Dougherty, Kevin J.; Natow, Rebecca S. – Higher Education: The International Journal of Higher Education Research, 2020
Neoliberal theories--whether the new public management, principal-agent theory, or performance management--have provided the rationale for sweeping reforms in the governance and operation of higher education. This paper expands our understanding of neoliberal theory and practice by examining a leading neoliberal reform: performance-based funding…
Descriptors: Educational Finance, Performance Based Assessment, Higher Education, Neoliberalism
D'Brot, Juan – National Center for the Improvement of Educational Assessment, 2022
Accountability mechanisms and processes have evolved with changes in statute. State Education Agency (SEA) accountability systems may exhibit characteristics of compliance- and/or improvement-focused systems in light of requirements under the "Elementary and Secondary Education Act" (ESEA) and its reauthorizations under the…
Descriptors: Accountability, Best Practices, Disclosure, State Departments of Education
Peck, Charles A.; Young, Maia Goodman; Zhang, Wenqi – National Academy of Education, 2021
In this paper the authors examine the uses of teaching performance assessments (TPAs) as resources for learning, program evaluation, and improvement in teacher education. The authors begin by outlining their conceptual framing and related research questions about the uses of TPAs as resources for program evaluation and improvement. They describe…
Descriptors: Performance Based Assessment, Preservice Teachers, Teacher Evaluation, Program Evaluation
Gutmann, Laura; Jean, Christina; Hunziker, Joey – Voices in Urban Education, 2017
This article reports from Stanford University's Innovative Assessments Institute on the development of performance assessment at scale, along with implementation recommendations. An accountability system built on the implementation of performance assessments has the potential to foster deeper and more authentic learning for students and more…
Descriptors: Performance Based Assessment, Program Implementation, Educational Practices, Educational Research
Domaleski, Chris; D'Brot, Juan; Keng, Leslie; Keglovits, Russ; Neal, Ann-Michelle – Council of Chief State School Officers, 2018
Most states have developed or revised school accountability systems in response to the Every Student Succeeds Act (ESSA). While these systems include multiple indicators, to many stakeholders the outcome of central interest is the overall rating or classification produced for each school. These ratings are often used to identify schools that merit…
Descriptors: Accountability, Performance Based Assessment, Evaluation Methods, Evaluation Criteria
DeMatthews, David E.; Knight, David S. – Education Policy Analysis Archives, 2019
State accountability systems have been a primary school reform initiative in the US for the past 20 years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS), which included an accountability indicator focused on the percentage of…
Descriptors: Disabilities, Accountability, Eligibility, Program Implementation
Clayton, Christine D. – Education Policy Analysis Archives, 2018
This article explores how candidates' experiences in multiple initial certification programs within a single School of Education evolved over the first three semesters of New York's implementation of edTPA as a requirement for initial licensure. The data reviewed included primarily surveys and interviews of teaching candidates, framed by critical…
Descriptors: Student Teachers, Student Teacher Attitudes, Teacher Certification, Schools of Education
Marion, Scott; Leather, Paul – Education Policy Analysis Archives, 2015
This paper presents an overview of New Hampshire's efforts to implement a pilot accountability system designed to support deeper learning for students and powerful organization change for schools and districts. The accountability pilot, referred to as Performance Assessment of Competency Education or PACE, is grounded in a competencybased…
Descriptors: Educational Assessment, Accountability, Competency Based Education, Performance Based Assessment
Olson, Jennifer D.; Rao, Arthi B. – Mid-Western Educational Researcher, 2017
The edTPA, a national performance assessment for teacher candidates, has seen rapid adoption across the country since its development in 2009. Against the national backdrop of high stakes testing and accountability, the edTPA was developed to be an indicator of teachers' readiness to teach. The varying perspectives and responses to edTPA in…
Descriptors: Teacher Evaluation, Performance Based Assessment, High Stakes Tests, Preservice Teachers
Goff, Peter; Goldring, Ellen; Canney, Melissa – Journal of Education Finance, 2016
In an era of heightened accountability and limited fiscal resources, school districts have sought novel ways to increase the effectiveness of their principals in an effort to increase student proficiency. To address these needs, some districts have turned to pay-for-performance programs, aligning leadership goals with financial incentives to…
Descriptors: Performance Based Assessment, Incentives, Merit Pay, Principals
Smith, Charles; Roy, Leanne; Peck, Steve; McGovern, Gina; Helegda, Katharine – Forum for Youth Investment, 2017
This paper describes validity of quality improvement system (QIS) performance measures and longitudinal change over four years in Oklahoma 21st Century Community Learning Centers (CCLC) programs. In general, our findings indicate that the Oklahoma Afterschool Improvement Process is performing in accordance with its purposes: using accurate…
Descriptors: After School Programs, Educational Improvement, Program Effectiveness, Educational Quality
Parsi, Ace; Darling-Hammond, Linda – National Association of State Boards of Education, 2015
Employers, postsecondary institutions, and civic leaders are urging greater focus on 21st century skills essential for college, career, and civic success: problem solving, interpersonal skills, and collaboration, among others. In response to these demands, states across the country are working to realign policies--on learning standards,…
Descriptors: Educational Assessment, State Policy, Performance Based Assessment, Sustainability
Davidson, Elizabeth; Reback, Randall; Rockoff, Jonah; Schwartz, Heather L. – Educational Researcher, 2015
The No Child Left Behind (NCLB) Act required states to adopt accountability systems measuring student proficiency on state-administered exams. The federal legislation contained several strict requirements for NCLB implementation, such as escalating student proficiency targets that reach 100% proficiency by 2014. But it also gave states…
Descriptors: Educational Legislation, Federal Legislation, Educational Change, Accountability
Ledwell, Katherine; Oyler, Celia – Journal of Teacher Education, 2016
We examine edTPA (a teacher performance assessment) implementation at one private university during the first year that our state required this exam for initial teaching certification. Using data from semi-structured interviews with 19 teacher educators from 12 programs as well as public information on edTPA pass rates, we explore whether the…
Descriptors: Standardized Tests, Teacher Evaluation, Performance Based Assessment, Program Implementation