Performance-based assessments may not bring significant change in instructional practice unless teachers are provided requisite time and training.

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Published in Educational Leadership, v. 51, issue 6, p. 51-54.

© 1994 by ASCD

Republished for research purposes only. No further duplication or transmission of this article is allowed without the written permission of ASCD. Please contact the Permissions Unit at permissions@ascd.org.