Performance assessments require students to demonstrate their understanding by completing tasks or projects. They are often designed to evaluate a student's ability to apply their knowledge and skills in real-world or authentic contexts. Rather than relying solely on traditional test items such as selected-response questions, matching questions, or basic constructed response questions, performance assessments require the use of higher-order thinking skills to produce novel representations of learning or ability. As a result, these assessments are often hands-on, engaging students in problem-solving, critical thinking, and creativity.

Performance assessments are particularly beneficial for assessing higher-order thinking skills and complex learning objectives. Considering Bloom's taxonomy, performance assessments align most closely with the upper levels of cognitive processes, including analysis, synthesis, and evaluation. They provide opportunities for students to demonstrate their ability to apply knowledge, evaluate evidence, create original work, perform complex tasks, and present their findings. These assessments are well-suited for subjects related to science, mathematics, art, physical education, and language learning, where practical application is vital. Examples of performance assessments are presented in Table X. Guidelines for creating effective performance assessments are provided in the Performance Assessment chapter.

Table X. Example of Performance Assessments

Traditional Assessments

Traditional assessments, also known as paper-and-pencil assessments, fixed-response assessments, or knowledge assessments, are the more conventional form of testing. These assessments typically consist of selected-response items, such as multiple choice, true/false, matching, or fill-in-the-blank questions. They can also include constructed response test items such as short-answer questions and shorter essays.

Traditional assessments are frequently employed in situations primarily associated with the lower levels of Bloom's Taxonomy, including knowledge, comprehension, and application. They provide a systematic approach to evaluating students' understanding of specific subject matter and can be utilized across a range of disciplines. These assessments are effective for learning objectives that focus on information recall, understanding of basic concepts, and the ability to apply learned facts to specific situations. Guidelines for creating test items related to traditional assessments are presented in the Item Creation chapter.

Performance Assessment v. Traditional Assessment

Both performance assessments and traditional assessments serve distinct purposes in evaluating student learning. To determine which assessment type is most appropriate for a given learning objective or outcome, it is essential to consider the desired cognitive skills and the level of complexity required to meet the objectives. When aiming to assess higher-order thinking skills, such as analysis, synthesis, or evaluation, performance assessments will likely offer a more suitable option. On the other hand, if the goal is to measure foundational knowledge, comprehension, or application at lower cognitive levels, traditional assessments are typically more appropriate.

Additionally, the nature of the subject matter and the learning context should be taken into account. Performance assessments are ideal when real-world application, problem-solving, or creativity is central to the learning objectives. They are also ideal when seeking to measure learners' abilities to perform complex skills such as artistic abilities, athletic prowess, or design and development processes. In contrast, traditional assessments can be valuable when assessing factual knowledge, terminology, or understanding of foundational concepts.