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PBAT Resources

What are Performance Based Tasks (PBATS)?


Performance Based Assessment Tasks (PBATs) for Graduation


All students must complete four Performance Based Assessment Tasks (PBATs) -- one each in English, Social Studies, Math, and Science --  in order to graduate from Landmark High School, as per the requirements of the New York Consortium.  For more information on the Consortium, please visit their website: 


Each PBAT is a rich task, where students need to demonstrate not just mastery of the specific content, but also proficiency in reading complex texts, research skills, and critical thinking.  Each PBAT has a written component and a presentation component.  Students present each PBAT to a committee of teachers, who evaluate both the written and oral component based on the PBAT rubric.  Because of the rigorous nature of each PBAT, including the substantial amount of reading and writing that goes into a successful PBAT, as well as the public speaking and answering difficult questions on the spot, we believe that the PBAT process is critical in preparing students to be successful in college.

School-wide Mini-PBATS


Mini-PBATs are administered school-wide three times per year in November, January, and April in order to track all students’ progress towards success on the key indicators of the graduation PBATs.  Each subject mini-PBAT lasts two to three hours.  Each mini-PBAT is designed as a rich task, where students are required to:

  • Read and annotate complex texts/problems/experiments

  • Synthesize ideas in discussion with a partner or small group

  • Synthesize ideas in writing  

It is encouraged for there to be a presentation component to the mini-PBATs as well.

School-wide Grading Policy


School-wide Grading Policy


The purpose of the school-wide grading policy is to create consistency across classes and to reinforce our school-wide values.  The values represented in the grading policy are as follows:


  • Academic factors are weighted more heavily than non-academic factors

  • Grades are used to measure and reflect what students know and can do

  • Performance-based assessments (ie unit projects and mini-PBATs) are a better measure of student progress than high-stakes tests

  • Teachers measure student understanding on an ongoing basis, not simply at the end of the unit

  • Non-academic factors, such as work habits and citizenship, play a role in students’ success