This study examined what professional development is needed to implement performance based assessments in order for educators to provide a means of assessment that gives a well-rounded picture of what students achieve in order to prioritize academic achievement for all students and provide opportunities for closing the gaps. By implementing or enhancing alternative, equitable measures for all students they would be supporting the ways in which educators personalize their teaching in following through with intentional, authentic assessments where students not only focus on the product but the process. Performance-based assessments and the performance-based system of education work to increase the rigor of students which would be shown through the calibration of each students' formative assessments across all subject areas. Transcripts were analyzed using Experiential Learning Theory (ELT) to identify themes. Three major themes emerged including concrete experiences, reflection, and active experimentation. These findings were considered based upon the extensive literature and Kolb's ELT learning framework and suggest the ways in which educators are supported through professional development in order to maximize the learning experiences by providing equitable measures for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]