Assessment of performance is also a central aspect of everyday school life in history classes. This volume presents an approach that takes into account not only performance evaluation and assessment but also performance diagnosis. The aim is to gain insights through various types of data collection in order to adequately support the subject-specific learning processes of students, connect with their potentials, and determine performance levels. Concrete examples of oral and written formats for performance assessment are provided, along with suggestions for designing both point-based and process-oriented tools for history instruction.