Programmatic Effects of the Massachusetts Performance Assessment for Leaders

The validity of a performance based assessment for aspiring school leaders

“…In effect, the high-stakes nature of the PAL tended to push both students and instructors toward test preparation. Of course, similar questions arise in this case of how the identity of the author (Leonard, 2017) might influence responses and interpretations. However, at the very least, the results call into question the educative value of the PAL for both students and faculty.…”

“…The changes were superficial and inconvenient, but not substantial. An independent study examined ten preparation programs that participated in the Massachusetts field trial to capture how the advent of the PAL was affecting program design (Leonard, 2017). Each program had just completed a rigorous re-authorization process in response to new state leadership standards, which required significant re-invention, and achieved DESE approval.…”

“…The presupposition here, of course, is that the tasks are now the standard for high-quality curriculum (instead of ISLLC as will be discussed below). According to Leonard (2017), program directors decried the narrowing effect of the test and the loss of academic freedom. They found that the test promoted a credentialing function over the educational function of higher education (Leonard, 2017).…”

“…According to Leonard (2017), program directors decried the narrowing effect of the test and the loss of academic freedom. They found that the test promoted a credentialing function over the educational function of higher education (Leonard, 2017). Some programs wrestled with whether to require successful completion of the PAL as a graduation requirement.…”