There is a general process towards an understanding of knowledge not as a question of remembering facts but to achieve the skill to use what is learnt under different circumstances. According to this, knowledge should be useful at different occasions also outside school. This process may also be identified in the development of new tests performed in order to assess knowledge.

In courses in biology, chemistry and physics focused on didactics we have developed performance assessments aimed at assessing the understanding of general scientific principles by simple practical investigations. Although, designed to assess whether specific goals are attained, we discovered how small alterations of performance assessments promoted the development of didactic skills. Performance assessments may act as tools for the academic teacher, school teacher and for enhancement of student understanding of the theory.

This workshop was focused on performance assessments of the ability to present skills and to develop new ideas. We presented, discussed, explained and familiarized a practical approach to performance assessments in science education together with the other participants. The emphasis was to demonstrate and to give experience of this assessment tool.

We performed elaborative tasks as they may be used by teachers working at different levels, assessed the performances and evaluated the learning outcome of the activity. Different assessment rubrics where be presented and tested at the workshop. Learning by doing filled the major part of the workshop but there were also opportunities for discussions, sharing ideas and suggestions for further development.

The activities performed may be seen as models possible for further development into new assessments.