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The purpose of this study was to develop and validate a performance-based assessment for the Ohio Work and Family Life course, Personal Development. The influence of grade level, sex, time spent on the curriculum, and utilization of problem-based teaching/learning strategies on student achievement on the performance-based assessment and a state-wide multiple choice test was examined. Data were provided by 168 secondary students enrolled in Personal Development classes in five schools representing different Ohio communities. Over 60% of the students met or exceeded the benchmark score of 75% established for the state-wide test. In contrast, only 11 students met or exceeded a similar score on the performance-based assessment. No significant relationship was found between student performance on the two measures. Positive correlations were found between performance on the test and time spent on relating to others content area. Negative correlations were found between performance on the test and use of problem-based teaching/learning strategies, such as self-directed learning and organize knowledge in a personal manner. Positive correlations were found between use of problem-based teaching/learning strategies, such as cooperative learning groups and self-directed learning, and student performance on the performance-based assessment. Grade level and school had significant effects on student performance on both measures. Scores on the test and performance-based assessment were significantly lower for 9th and 10th graders than they were for 11th and 12th graders. No significant differences in student performance on either measure were found between males and females. The state-wide test continues to be a valid and reliable measure of student achievement in Personal Development classes in Ohio. It primarily assesses student learning at lower cognitive levels. The investigator-developed performance-based assessment appears to be a valid and reliable measure of student performance at higher cognitive levels and measures different aspects of student performance than the test. Results indicate that greater teacher utilization of problem-based teaching/learning strategies results in increased student performance on the performance-based assessment. Employing multiple methods for assessing student achievement in Personal Development courses can lead to a more complete picture of student achievement.