ABSTRACT
This chapter introduces a second category
of alternative assessment techniques. This
type of assessment requires students to
directly apply their knowledge and skills,
often from several content areas, in order
to complete a task or activity. Performancebased assessment, or more simply, performance assessment, has many purposes and can be used as the basis for both formative
and summative evaluative decisions. Al-
though more labor-and time-intensive
from the perspective of the classroom
teacher, there are many important ad-
vantages to the use of performance as-
sessments.
