Performance test

Performance test

Introduction

Moving from traditional assessment with objective tests to performance based assessment has been described as going from knowing to showing. Some disciplines such as art music and physical education have been using performance based assessment for many years. The performance test can be used to determine if students can apply the knowledge and skills they have practiced and learned. A performance test is one in which language is used only in the instructions or not at all when directions are given. The task to be performed required an overt motor responses other than verbal.

Features of Performance Based Assessment

Performance based assessment often include an emphasis on “doing” open ended activities for which there is no correct, objective answer and that may assess higher level thinking. Performance based assessment tasks sometimes also are realistic. Evaluating performance often includes direct method of evaluation, self assessment , assessment of group performance as well as individual performance.

Performance based assessment use direct methods of evaluation, such as evaluating writing samples to assess writing skill and oral presentation to assess and judging speaking skills. Some performance assessment also involves having students evaluate their own performance.

Guidelines for Performance Based Assessment

Guidelines for using performance based assessment cover four general issues.

a)            Establishing a clear purpose.

b)            Identifying observable criteria.

c) Providing an appropriate setting.

d)            Judging or scoring performance.

Make sure that any performance based assessment has a clear purpose and that a clear decision can be made from the assessment. The purpose can be diverse, to assign a grade, to evaluate a student’s progress, to recognize the important steps in a performance, to generate products to be included in a learning portfolio etc.

Performance criteria

They are specific behaviours that students need to perform effectively as part of the assessment. Establishing performance criteria helps the teacher to go beyond general descriptions in specifying what the students need to do performance criteria help to make observations more systematic and focused communication of these performance criteria to students at the beginning of instruction lets students know how to focus their learning.

Steps for the preparation of a rubric.

a)         Include a scale of possible points to be assigned in scoring work.

          High numbers usually are assigned to the best work. Scales typically use 4,5 or 6 as the highest score, down to 1 or 0 for the lowest score.

b)         Provide descriptors for each performance criteria to increase reliability and avoid biased scoring.

c)          Decide whether the rubric will be generic. Genere - specific or task specific.

If generic, the rubric can be used to judge abroad performance. If Genere – specific the rubric applies to a more specific type of performance, such as essay, speech etc. Task specific rubric is unique to a single task such as single match problem or speech on a specific topic.

d)         Decide whether the rubric should be longitudinal. This type of rubric assesses progress over time toward mastery of educational objectives.

Strategies for Scoring Rubrics

1.     Match the type of rating with the purpose of the assessment. If our purpose is more global and you need a general judgement use a holistic scale. If our purpose is to provide more specific feedback on different aspect of a performance, use a more analytical approach.

2.   Share the criteria with students prior to instruction.

3.   Build our rubrics from the top, starting from the description of an exemplary performance. Even if no student can perform at an exemplary level, the rubric should be built from a picture of excellence to establish an acts or for scoring.

4.   Careful construct the rubric language for each criteria or score. Use words such as excellent and good and carefully describe what each team means.

5.   Make rubrics more authentic. Criteria should validity, not arbitrarily, distinguish different degree of performance.

6.   Show students models.

7.    Take appropriate steps to minimize scoring error. A scoring system should be objective and consistent. Some types of errors, in particular should be avoid in scoring rubric.

Advantage of Performance based test

a.    Performance based assessment involve students more in their learning.

b.    It often encourage higher level of thinking skills.

c.     It can mensure what is really important in the curriculum, and can tie assessment more to real – world, real life experiences

Limitation

a.    Performance assessments often take considerably more time to construct, administer and score than objective tests.

b.    Many performance tests do not meet the standards of validity and reliability.

Conclusion

Performance based assessments are design to evaluate what students know and can do. Some performance assessment involve having students evaluate their own performance. This emphasis shifts responsibility away from teachers and places it more squarely on the students shoulders.