Schools are institutions that attempt to prepare students. In achieving this goal, assessment and evaluation has a contributory role in following and evaluating student achievement as well as in structuring instructional processes. For years, achievement tests have been used to determine the extent to which the students acquire the lesson based information(low-cognitive academic skills). Today, however, what has gained significance is using questions that assess how efficiently lesson-based information is applied in real-life situations (performance task) and assessing the improvement in student achievement. These types of questions assess high-level cognitive academic skills, and they aim at determining student behavior that develops in long range, such as critical thinking, decision-making, problem solving, empathy, and reading comprehension. This study intends to provide information on new assessment approaches that are applied in assessing students’ high-level cognitive processes.