Agung Is Hardiyana F Novian Zaini

Primarily caused by dissatisfaction to the traditional tests, which are lack of:  Validity  Authenticity

“The core problem is that our education and training systems were built for another era, an era in which most workers needed only rudimentary education … [The world of the future is] a world in which routine work is largely done by machines … in which line workers who cannot contribute to the design of the products they are fabricating may be as obsolete as the last model of that product.” New Commission on the Skills of the American Workforce (in Stanford SRN informational booklet, 2008)

 Performance should be able to be observed.  Tuckman (1975:171) states that it is used to label the observable manifestations of knowledge, understanding, ideas, concepts, skills and so on (that is, the cognitive and psychomotor domains).

 The term “performance-based assessment” is frequently referred to as performance assessment, or by its acronym, PBA.

 McMillan (2007: 229) defines that it is one in which the teacher observes and makes judgment about the student’s demonstration of a skill or competency in creating a product, constructing a response, or making a presentation.  Kind (in Mauch, 2005: 2) describes Performance based Assessment as one that: Requires students to use higher level thinking skills, Places the problem within a real world context, Assesses the process and reasoning used to solve the problem as well as the solution attained.

performance-based assessment requires the students’ knowledge to produce a product as the evidence of their mastery. The performance might be done in real or virtual situation. Jones defines performance assessment as an applied performance test measures performance on tasks requiring the application of learning in an actual or simulated setting (as cited in Brooks, 1999: 15).

StrengthsWeaknesses  Authentic  Integrated with instruction  Engaging  No single correct answer  Specific criteria McMillan (2007:228)  Reliability  Sampling  Time  Based on the 3 modes of communication: Interpretive, Interpersonal, Presentational  Show developmental progress of proficiency: 1.Novice (novice-high; beginning) 2.Intermediate (Intermediate-low/mid; emerging) 3.Pre-Advance (Intermediate-high; expanding) Sandrock (2008:1)

 SEE THE TABLE

 Reliability 1. The instability of students’ performance can make the result unreliable. 2. scoring also becomes the other factors that can make unreliable.

 Time … First, it is very time-consuming to construct good tasks, develop scoring criteria and rubrics, administer the task, observe the students, and then apply the rubrics to students’ performance. … Second, it is difficult, in a timely fashion, to interact with all students and give them meaningful feedback as they learn and make decisions. Finally, it is difficult to estimate the amount of time students will need to complete performance assessments, especially if the task is a new one and if students are unaccustomed to the format and/ or expectations. (McMillan, 2007: 232)

 Sample the result of assessment cannot reflect whole ability of the students. To know that, you need to give them multiple tasks which means more time is needed.

Restricted  Restricted/Specific in terms of scope Extended  Wider in terms of scope RestrictedExtended Examples  Describe orally the condition in a place.  Tell the direction of a specific place.  Tell what activities can be done in the place. Tell about favorite places.

 Specifying the performance outcomes  Restricted  Extended  Selecting the focus of the assessment  Procedure  Product  Selecting an appropriate degree of realism

 Selecting the performance situation  Paper-and-pencil performance  Identification test  Structured performance test  Simulated performance  Work sample  Student project  Selecting the method of observing, recording, and scoring  Checklists  Rating scales  Rubrics (Holistic or Analytic )

CHECKLIST

RATING SCALE

Holistic Rubric

Analytic Rubric