Date of Award
Spring 4-10-2025
Degree Type
Dissertation
Degree Name
Doctoral Degree in TEACHER LEADERSHIP
Department
TEACHER LEADERSHIP
Committee Chair/First Advisor
Dr. Jen Wells
Second Advisor
Dr. Cathey Goodgame
Third Advisor
Dr. Jeff Robinson
Abstract
Performance-based summative assessments are increasingly emphasized as an alternative to traditional standardized testing, offering students opportunities to demonstrate learning through authentic, application-based tasks. However, there is limited research on how middle school teachers perceive and implement these assessments in their classrooms. This qualitative case study explored the perceptions and experiences of middle school teachers regarding performance-based summative assessments, investigating both their understanding and the reality of classroom implementation. Data collection methods included semi-structured interviews, classroom observations, and document analysis to provide a comprehensive view of teacher perspectives and practices. Through thematic analysis, four major themes emerged: Teacher Confidence and Readiness, Challenges and Barriers to Implementation, Classroom Practices and Fidelity of Implementation, and Administrative and Structural Support. The findings indicate that while teachers generally recognize the benefits of performance-based summative assessments, they face challenges related to time constraints, grading consistency, and student preparedness. Additionally, discrepancies were observed between teacher perceptions and actual classroom practices, often influenced by administrative expectations and the level of professional development support. This study contributes to the existing literature by highlighting the complexities of implementing performance-based summative assessments in middle school settings and offers implications for educational practice, professional development, and future research.
Keywords: performance-based summative assessment, middle school teachers, teacher perceptions, assessment implementation, qualitative case study
Included in
Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons