I was recently reading the March/April 2024 issue of "Science Scope," a publication of the National Science Teaching Association. In this issue, I read the "Interdisciplinary Ideas" section written by Katie Coppens.  She wrote an article entitled, "Designing Performance-Based Assessments That Engage!" Rather than stressful, an assessment should feel like a celebration of learning for students.  Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them.  In addition to seeing students' scientific knowledge, teachers get a better sense of their students' interests and strengths that they bring to each open-ended assignment.  The author then shared an example of a performance-based assignment based on the Flint Water Crisis.

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