Abstract
There is no shortage of creative ideas for assessing learning and performance in authentic ways. The challenge has been developing and maintaining such assessments at scale in ways that consistently set expectations and provide incentives for deeper learning. Fortunately, there is much to learn about large‐scale performance assessment from state systems in the United States and abroad. A number of states have developed performance assessments as part of their state testing systems, and some of these were preserved in the No Child Left Behind (NCLB) era. This chapter illustrates the types of tasks that students complete to fulfill each of the English course units. These include the Acid Rain Task of Connecticut Ninth/Tenth Grade Science Assessment, the General Certificate of Secondary Education (GCSE) English in England, and the Project Work of Singapore Examinations and Assessment Board (SEAB).