Performance Assessment In Education

FACULTY OF EDUCATION AND LANGUAGE

SEMESTER 2 / 2015

HMEF5053

MEASUREMENT AND EVALUATION IN EDUCATION

ASSIGNMENT

MATRICULATION NO : CGS01068406

IDENTITY CARD NO. : 770915-01-5624

TELEPHONE NO. : 012-7576809

E-MAIL : [e-mail]

LEARNING CENTRE : Kuala Lumpur Learning Centre

TABLE OF CONTENTS

Question 1

Performance Assessment

Performance assessment is an all-encompassing term used to include products and procedures such as portfolios, projects and experiments (Johnson, R., Penny, J. A., & Gordon, B, 2009). The portfolio is one type of performance assessment which is employed to establish the student’s achievement of learning in practice (Popham, 2005). A portfolio is a meaningful collection of student

S., 2012) in Malaysia on the use of portfolios as a performance assessment in two secondary ESL classrooms. As the results, the ESL teachers reported that student’s self-reflection and self-assessment helped them to improve their instruction in the classroom. The teachers brought out that the core features of a portfolio assessment include purpose, content and structure which were considered crucial to bring about effective results of student learning. Portfolio assessment is beneficial in the sense that it gives students chance to reflect upon their development, growth and progress over time (Tabatataei, 2012). Teachers have an opportunity to think about their students’ problem comprehended and also reflects the strength need and individuality of each unique student. The portfolio is valuable as it enables students to think critically and also become active, autonomous and self-regulated learners (Mohtar, 2010). This will bring students to develop their ability to self-assess and thus realize their strengths and weaknesses in

Additionally, students understand what they’re learning should look like, students are more probable to see success with performance assessments. Performance assessment requires students to execute something, which gains them more likely to retain the knowledge they use. This is supported by (Herman, 1992). Indeed, performance assessment encourages students to work outside the confines of the class for additional learning, it may involve writing or the use of psychomotor skills. As a consequence, this boost of active learning on students. Higher-order thinking skills, which are significant for success as an adult, must be nurtured and developed throughout a student’s school career. Performance assessment prompts students to apply higher-order thinking skills such as analysis, synthesis and evaluation. The more opportunities students are committed to practice these skills, the more adept they become at using them. For instance, students might be given a current political map of Malaysia showing the names and location of states and a similar map from the year 1945. Students will asked to identify and explain the differences and similarities. These methods of assessment practices may serve to create divergent learners and provide opportunities for applying higher-order thinking skills. According to (Herman,