The recent "Nationwide academic achievement and study situation survey" was clearly influenced by the idea of "authentic assessment", an educational assessment perspective focused on "quality" and "engagement". However, when "performance assessment", the assessment method corresponding to this focus, is adopted in academic achievement surveys, it runs the risk of turning into a rigid hollow structure. In this paper I will reflect on the ideal application of performance assessment in academic achievement surveys, and will investigate the concepts of "consequential validity", "equity", and "moderation" in regard to their potential to further develop the discourse. (Contains 1 note.)