What’s All the Fuss About Performance Assessments?
Editor’s note: Originally published several years ago and updated in 2026 to reflect current thinking.
Performance assessment is not a passing fad. It is an essential part of a complete and balanced assessment plan.
Let’s be honest: some outcomes simply can’t be measured by a test or quiz. And while students may encounter multiple choice tests during their schooling, that doesn’t mean tests should be our default assessment format. We have the opportunity and responsibility to prepare students for the real world. After all, when was the last time you had to complete a multiple choice test in your workplace?
Performance assessment provides a way for students to demonstrate skills, processes, and competencies, such as critical thinking, creativity, and problem solving, through open-ended tasks grounded in the big ideas of the curriculum.
Chances are, you’re already using elements of performance assessment. They may just be living in your unit plans as “projects.” With a bit of intentional planning, you can take those projects to the next level. Here are some tips to support you and your students:
Start small.
Begin with a task that can be completed in one or two class periods. Don’t aim for perfection right away. Prototype, try it out, and refine based on what you learn.
Collaborate with your colleagues.
Work together to design strong prompts or questions. Then come back together to examine student work and reflect on what it reveals about learning.
Clarify the learning destination for yourself.
What learning truly matters here? Does the task give students a genuine opportunity to demonstrate it? Keep the focus on the learning, not just the format of the final product. Make sure your rubric aligns with those priorities. Identify clear success criteria by thinking about what students will do and what they will say when they are demonstrating that learning.
Clarify the learning destination for your students.
How will you build a shared understanding of the goals? Are students clear on what quality work looks like?
Consider the needs of all your students.
Does the task offer multiple entry points? Are there ways for students to extend their thinking if they’re ready?
Provide opportunities for practice and feedback.
Students need time to try, receive feedback, and improve before being evaluated. Remember: feedback is a checkup, not an autopsy.
Provide choice whenever possible.
This could be choice in topic, format, or instructional supports. Choice increases engagement and allows students to show their learning in meaningful ways.
Involve students in the assessment process.
Use exemplars, peer feedback, self-reflection, and goal setting. When students understand the criteria, they can take greater ownership of their learning.
Look for authentic audiences.
Could students present to another class? Share digitally? Display their work publicly? Performance tasks should connect to, or mirror, the real world.
Don’t panic.
Open-ended tasks can feel unfamiliar for both students and teachers. Be patient. Growth comes with practice.
And one final reminder: not everything students do needs to count toward their report card. When trying something new, everyone needs space to learn, reflect, and improve.
What opportunities exist to incorporate a performance task into your current unit plan? Give it a try. The results might surprise you.
Looking for some ideas? Check out https://aac.ab.ca/classroom-resources/performance-assessments/