1065 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 51 DOI: 10.4018/978-1-5225-1624-8.ch051 ABSTRACT Performance-based assessment strongly relies on the observation of children’s behavior, preschool teachers’ objectivity and accuracy, and presents a signifcant part of documenting children’s develop- ment. Therefore, the main aim of this chapter is to analyze the PBA-use and its evaluation by Croatian preschool teachers and students from the Faculty of Teacher Education, University of Rijeka. 60 un- dergraduate students and 64 preschool teachers participated in this empirical research by flling out self-rated questionnaires. As it was expected, students and preschool teachers demonstrated positive attitudes toward PBA and its documentation in general and if it is applied (will be applied) in practice. However, the students’ positive attitudes, satisfaction and perceived usefulness of PBA are signifcantly higher than those of preschool teachers. These last fndings defnitely imply the need for modifcations of the policy of the preschool education system, as well as signifcant changes that should be done in practice and relevant study programs. INTRODUCTION Socio-political changes that have marked the last two decades have significantly influenced the education system as a part of the social structure whose activity is focused on the common good of all stakeholders and the society at large. This is a radical change of the entire socio-political discourse within which to Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students: Implications for Study Program and Practice Modifcations Sanja Tatalović Vorkapić University of Rijeka, Croatia Vesna Katić University of Rijeka, Croatia