ABSTRACT
With performance-based learning, the target is always a performance of some kind. Unique assessments are needed to allow teachers to judge the quality of student behavior ranging from simple responses to work completed over a long period of time. Performance assessments have two parts: a clearly defined task (called a product descriptor) and a list of explicit criteria for assessing student performance or product (called a rubric). However, these positive features of performance assessment come at a price. Performance assessment requires a greater expense of time, planning, and thought from students and teachers.
