Before an assessment can be effectively designed, educators should ask the following questions:


"What is the purpose of the evidence I am trying to collect?" 

Is the purpose to demonstrate competency or mastery within a course?
Is the purpose to provide sufficient evidence that the student has met graduation expectations?

Depending on the answer, the depth and breadth of evidence and therefore the task, is going to be different. In either case, the performance assessment needs to be designed so that it is collecting evidence directly aligned to the Colorado Academic Standards. 

Please explore the slide deck below; it offers two simplified examples to illustrate the difference between course embedded assessments and those targeting graduation level expectations.



What makes a high-quality Performance Assessment?

There are several frameworks that define the key criteria of a high-quality performance assessment. Over the last several years, educators from across the state have collaborated to create the following definition: 

“Performance Assessment in Colorado is an authentic demonstration of student knowledge and skills through the creation of a complex product or presentation. The product and process are relevant to the student, and prepare them for success in the postsecondary and workforce world. Performance assessments are an iterative process where students apply their knowledge and improve their skills through feedback and revision in order to reflect on and demonstrate growth."

- Definition from CDE


Further clarification has been provided through the identification of 6 specific design elements that can be used as "look fors" in a quality performance assessment: