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What is a Performance(-Based) Assessment?
Performance assessments generally require students to perform a task or create a product that is typically scored using a rubric. Authentic performance assessments often include tasks that mirror those that might occur in a “real-life” situation.
How are performance assessments and project-based learning related?
A complex project (also known as Project-Based Learning) is a type of performance assessment. Complex projects generally are integrated across multiple content areas, include multiple opportunities for student choice and voice, and require a significant amount of class time because instruction is embedded within the PBL.
How do Performance Assessments & PBLs fit into the HCS Taught Curriculum Framework?
More complex Performance Assessments (Curriculum-Embedded and Complex Projects) are both a means of learning and of assessment. They therefore appear on both the Taught Curriculum and the Balanced Assessment Framework.
Project-based learning is a specific type of instructional model that especially focuses on getting students to apply their knowledge in real-world scenarios. It is a more generic term and can be combined with other instructional models that can be found here.
You can read more about Instructional Models vs. Instructional Strategies vs. Instructional Techniques here.
How do Performance Assessments & PBLs fit into a balanced assessment framework?
Performance Assessments (and therefore PBLs) are a type of performance assessment in which students demonstrate their knowledge in a way other than a traditional assessment. These types of assessments are often more open-ended, encourage student voice and choice, and require students to transfer their higher-level thinking skills to authentic contexts.
Because of this, Performance Assessments & PBLs are usually graded summatively with rubrics and require formative check-ins along the way.
Performance Assessments & PBLs are most frequently created by a teacher or by the division.
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