The degree to which performance assessments developed for the classroom demonstrated the principles of quality assessment was explored. Performance assessments were studied in the schools of St. Charles Parish (Louisiana), a district that is implementing outcome based education (OBE). The sample consisted of 92 performance assessments submitted by 79 teachers from elementary, middle, and high schools who were implementing OBE units. An instrument organized around 6 domains and 18 performance criteria was developed for scoring the assessments. Results of the analyses of these tests suggested that teachers' development of classroom performance assessments was not as sound as it could be. Teachers trained in traditional assessment faced real difficulties when asked to assess students using performance assessments. The importance of the study lies in the development of the scoring instrument, which teachers and researchers can use to improve their assessment quality. Appendixes contain an extensive literature review, 22 resources, the assessment samples, the evaluation tool, and a description of the OBE units. (Contains three tables and seven references.) (SLD)