In this article Kavita Gupta describes how she used assessment "as" learning, where students learn, self-correct, and collaborate "during" the assessment (Rowe 2012) in her AP chemistry class. In her class, she used these assessments as learning for "performance-based assessments" (PBAs). They share attributes of both labs and tests but are completed in less time. During a performance task, students write their own reports, asserting their justifications for a group report and refining their learning through others' ideas with a self-correction guide. This brainstorming and collective writing minimizes the anxiety that comes with individual assessment. PBAs align with both the "Next Generation Science Standards" (NGSS Lead States 2013) and "Common Core State Standards" (NGAC and CCSSO 2010). While she has used PBAs only in her AP chemistry class, they may be appropriate for other science, math, engineering, and design classes as well. The PBA method involves six parts described in this article: (1) Individual report (5 minutes); (2) and (3) Group discussion and self-correction (5 Minutes); (4) Separation activity (10 minutes); (5) Group report (5 minutes); and (6) Oral presentation (optional; 1 minute).