Which of the following is NOT a characteristic of performance-based assessment according to Van Tassel-Baska?

In performance-based assessment, emphasis is placed on how students apply their knowledge and skills in real-world or practical situations. One of the key characteristics is that these assessments are often open-ended, allowing students the freedom to explore their responses creatively and demonstrate their understanding in diverse ways. Additionally, such assessments focus on higher-order thinking and problem-solving, encouraging students to think critically and not just recall information.

Off-level, advanced tasks are also a fundamental aspect of this assessment type, as performance-based assessments are designed to challenge students beyond the standard curriculum. They require students to engage with complex concepts and skills that are often aligned with their interests and abilities.

The emphasis on prior learning, however, is not a typical characteristic of performance-based assessments in this context. While students’ previous knowledge can inform their performance, performance-based assessments primarily concentrate on application rather than on demonstrating prior learning alone. Thus, while acknowledging prior learning can be valuable, it does not specifically highlight the experiential and application-focused nature of performance-based assessment that is discussed by Van Tassel-Baska.