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I used to think that PBA and PBL were interchangeable. The length of the project/assessment would be planned for because it would be lengthy.

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I

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I used to think that performance assessments needed to be large and were connected to PBLs.

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I used to think that performance assessments needed to be large and were connected to PBLs.

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I used to think that creating a performance assessment was very difficult.

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I used to think that creating a performance assessment was very difficult.

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I used to think performance assessments had many different necessary components.

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I used to think performance assessments had many different necessary components.

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I used to think that it relatively simple to create an authentic scenario/context for PBAs

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I used to think that it relatively simple to create an authentic scenario/context for PBAs

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I used to think PBAs had to be complex to be rigorous. 

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I used to think PBAs had to be complex to be rigorous. 

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Now I think that using the criteria review tool helps in making it easier to create and think about what to put in a performance assessment.

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Now I think that using the criteria review tool helps in making it easier to create and think about what to put in a performance assessment.

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And now I have learned about all of the details like feasibility that is involved in the planning in one performance assessment.

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And now I have learned about all of the details like feasibility that is involved in the planning in one performance assessment.

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...and now I think that there are many things components to carefully consider when thinking about authenticity

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...and now I think that there are many things components to carefully consider when thinking about authenticity

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Now I think that using the criteria review tool will allow for better PAs for all kids-more authentic and engaging for students

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Now I think that using the criteria review tool will allow for better PAs for all kids-more authentic and engaging for students

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I used to think that a VDOE PBA needed to be larger in scope.

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...and now I think that PBAs don't necessarily need to be complex, but instead well thought out with the end goal always in mind - what is it that we really want our students to know/represent.  Complex does not always equal rigorous.

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...and now I think that PBAs don't necessarily need to be complex, but instead well thought out with the end goal always in mind - what is it that we really want our students to know/represent.  Complex does not always equal rigorous.

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I used to think for this kind of assessment, the actual process needed to a be a long drawn out process...

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I used to think for this kind of assessment, the actual process needed to a be a long drawn out process...

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and now I think, these assessments can be shorter and still be worthy of showing us what our kids have mastered.  

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and now I think, these assessments can be shorter and still be worthy of showing us what our kids have mastered.  

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...now i think that a PBA can be short as long as it is rigorous and high quality.

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Now I think that PBA can be planned for in small amounts of time and is not to be confused with PBL. It is a a way for the student to demonstrate what they can do with the knowledge. There is a time for multiple choice and a time for doing.

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I used to think that these assessments were isolating for the kids and now, 

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I used to think that these assessments were isolating for the kids and now, 

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I realize that our goal is collaboration and they need to talk through their work as part of the process of showing what they know (not like standard assessments, where it's all on the individual student).

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I realize that our goal is collaboration and they need to talk through their work as part of the process of showing what they know (not like standard assessments, where it's all on the individual student).