Performance-Based Assessment in Contemporary Classroom Assessment: The Forms and Nature
Abraham Gyamfi
*
Wesley College of Education, Ghana.
Patience Langee
St. John Bosco College of Education, Ghana.
Abraham Yeboah
Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Ghana.
Isaac Aboagye Adu
Ghana Education Service, Upper Denkyira East Municipal, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Performance-based assessment (PBA) is one of the contemporary forms of assessment that is being advocated for by many assessment experts. This is because it has proven to bridge the gap between knowing and doing. It allows students to apply learned concepts in solving real life situational problems. It has advantage over the traditional assessment which only requires student to choose rather than creating responses. It also allows students to think differently in creating a solution to a real-life problem. However, most teachers have little knowledge of the forms and nature of performance-based assessment even though some have taken at least a course in classroom assessment. This paper therefore presents the forms and nature of performance-based assessment that teachers can employ for classroom assessment.
Keywords: Performance-based assessment, outcome-based assessment, on-demand, structured, extended, oral presentation