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Aug 6th, 2022
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How to Link light in the Performance Evaluation for Students

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[Music] performance based assessment students learning and assessment aligned to real-world challenges as educators why should we use performance-based r7e well although our students are not yet adults one day they will become adults and as educators we must prepare our students for life outside of school multiple-choice and essays are not usually tasks required for careers instead careers focus more on performance performance-based assessments are not your typical long-winded midterm exams students get bored of everyday learning next how to implement performance based learning and assessment into the classes for the most part these assessments take time to plan implement and assess so provide sufficient time for tests performance-based assessments can be difficult for students be sure to offer thorough feedback and be there as an educator to facilitate learning during the activity offer students guidance through these meaningful tasks now performance-based assessments inherently have

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Features of performance-based assessments: Time-bound; Open-ended; Authentic; Process/product-orientated; Complex.
Performance Assessment: An approach to educational assessment that requires students to directly demonstrate what they know and are able to do through open-ended tasks such as constructing an answer, producing a project, or performing an activity.
Approaches to measuring student learning Summative assessments - tests, quizzes, and other graded course activities that are used to measure student performance. Formative assessment - any means by which students receive input and guiding feedback on their relative performance to help them improve.
Examples of performance assessments include composing a few sentences in an open-ended short response, developing a thorough analysis in an essay, conducting a laboratory investigation, curating a portfolio of student work, and completing an original research paper.
There are three types of assessment: diagnostic, formative, and summative.
Hence, it can be concluded from the given table that an aptitude test is an example of a maximum performance test.
Seven evaluative criteria were supplied for performance test tasks: (1) generalizability, (2) authenticity, (3) multiple foci, (4) teachability, (5) fairness, (6) feasibility, and (7) scorability.
While any performance by a learner might be considered a performance task (e.g., tying a shoe or drawing a picture), it is useful to distinguish between the application of specific and discrete skills (e.g., dribbling a basketball) from genuine performance in context (e.g., playing the game of basketball in which

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