A tool for measuring student learning that requires the student to construct or produce a response to an assessment item or task. Performance assessments attempt to emulate the context or conditions in which the intended knowledge or skills are actually applied. Examples might include on-demand writing tasks, projects resulting in a product, performance, or event, and portfolios involving a collection of student work related to multiple standards or themes. Performance-based assessment plays an important role in the EFF standards-based education and improvement model. (Ananda, 2000.)
An evaluation in which students demonstrate they know something by using knowledge and facts. Practical applications and real-life tasks are used (sometimes referred to as "authentic assessment")
Assessment that requires learners to provide an answer or create a product that demonstrates personal knowledge or skills, or a better understanding of what is learned and put into practice; otherwise known as assessment of performance-based learning. (See also, authentic assessment and holistic assessment.)
Also known by terms such as complex generated response, alternative, authentic, extended response, and constructed response, this assessment approach asks students to perform or to make a product in order to demonstrate knowledge and skills. The approach requires students to construct their own responses to questions or prompts rather than to select from alternatives that are presented.
assessment which requires the student to construct a response or create a product. Performance-based assessments are open-ended and do not have a set response.
A testing approach where students perform hands-on tasks like conducting a science experiment or writing an essay. Reference
An assessment activity that requires students to construct a response, create a product, or perform a demonstration. Since performance-based assessments generally do not yield a single correct answer or require a particular solution method, evaluations of student performances are based on judgments guided by criteria. (McTighe & Ferrara)
Performance-based Assessment-requires students to construct a more extensive and elaborate answer or response. A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response.