Abstract
Teacher involvement in the design, use, and scoring of performance assessments has the potential to address multiple important goals through one concentrated investment: linking instruction, assessment, student learning, and teachers' professional development in high‐leverage ways. This approach to performance assessment can support student and teacher learning simultaneously. Teachers' engagement in developing, reviewing, scoring, and analyzing the results of students' assessments enables them to understand the standards and develop stronger instruction. Educators also note that using common assessments and rubrics and engaging in collective scoring of student work helps to create coherence for the teaching that takes place across grades in a school. Involvement in assessment helps teachers clarify their goals and purposes for teaching, make expectations of students explicit, create learning experiences that apply knowledge to real‐life contexts, and provide many different ways for students to demonstrate their abilities and skills.