Performance-Based Assessment

Schools seem to be following this trend. Many schools are adopting a multimedia-based education, which is a combination of different materials that contain text, graphic, video, audio and animation components (Nazir, Rizvi, & Pujeri, 2012; Saadé, Elgaly & Nebebe, 2011). This combination of components is very beneficial and it has created positive learning effects and results (Saadé, R., Elgaly & Nebebe, 2011). It allows learners to learn anytime and anywhere, which incentivize the learners to become more eager to learn and more prone to learn fully and quickly. The materials engage the creativity, problem solving, and interaction of the learners (Nazir, Rizvi, & Pujeri, 2012). They receive more motivation, they became more critical thinkers

It is still assessing learners’ knowledge, skills, and abilities, but without the issues related to performance-based assessment. Thus, the assessment should assess “targeted knowledge, skills and abilities”, evaluate “ways in which such knowledge, skills, and abilities are demonstrated in performance”, and identify “characteristics of situations that provide the opportunity to observe such performance” (Levy & Mislevy, 2004). This new and innovative assessment instrument can standardized which increases its reliability, and it is also able to present various tasks in integrated format that are more representative to the real world scenarios (De Klerk, 2016). However, multimedia-based assessment is not, in the current moment, free of

There would be an increase of variety of tasks and an increase of variables that can be assessed. Consequently, multimedia-based performance assessment would be more fair and just, and its format of scoring would be extremely useful in educational settings. First, the assessment would contain tasks that are real world simulation and relevant to the test taker, which it is of a tremendous importance for test takers. Second, the assessment considers the learners’ performance in the confined environment with the real world environment and the learners’ behavior as well as the learners’ cognitive ability, which the performance-based assessment is not able to accomplish. Third, the score would be unbiased with no influence of physical appearance or personality towards test takers, in cases when the rater and learner have immediate contact with each other (Benedek et al., 2016). Moreover, multimedia-based performance assessment can still be used in a more traditional manner if the assessment objectives are more performance-based and