LEARNERS’ PERFORMANCE ASSESSMENT: A GUIDE TOWARDS IMPROVING EDUCATIONAL OUTCOMES

MARICRIS S. MERCADO

Generally speaking, a performance assessment is one in which students are expected to produce or accomplish in order to show that they have mastered particular abilities and competences. Any learning activity or investigation that is created by the teacher or the students themselves that requires the students to do a task to demonstrate their knowledge, comprehension, and/or abilities is called a performance assessment. Performance evaluations involve pupils in applying knowledge in real-world settings, demonstrate meaningful learning, and provide a tangible output or performance that demonstrates learning. Proponents of performance evaluation include the following types of assessments: planning and executing experiments; writing essays that call for readers to reconsider, integrate, or apply knowledge, cooperating with peers to complete assignments, exhibiting mastery of a tool or technique, creating models, creating, analyzing, and utilizing maps, creating collections, writing term papers, essays, poetry, or short tales; making speeches, taking part in oral exams, creating portfolios, honing athletic routines or talents, and others.

Make a list of the skills as well as knowledge that students should acquire after finishing an assignment. When creating projects, the first step should be to determine the kinds of information and abilities that students are expected to acquire and hone. This ought to be highly valuable, worthy of instruction, and worthy of learning. They must resemble the experiences that students deal with on a daily basis in order to be considered effective and authentic.

Designing a performance task that provides an opportunity for the students to use these abilities and understandings. The learners must to be inspired by the performance tasks. They must also be difficult but attainable. In other words, they have to be made in a way that makes it possible for pupils to finish them. Furthermore, one must try to create assignments that are broad and deep enough to allow for the valid making of inferences regarding the overall competency of the students.

Provide clear performance standards that indicate how well students have learned the necessary information and abilities. It is advised that every performance task have a scoring system. The range of student performance is explicitly defined by a set of score points that make up the performance criterion. Students will be able to determine from clearly specified performance standards what kinds of procedures and products are need to demonstrate mastery and will also give the instructor an "objective" scoring criteria to use when assessing students' work. Using rubrics will better guide the students and the teacher as well.

Rather than just giving pupils a list of facts to memorize, the current direction of academic standards is to establish transferable procedures. These requirements include the preparation of learners who can perform with their knowledge as a fundamental goal. Performance evaluations are crucial elements of a proficiency-based learning (PBL) system because they give students the chance to put their newly acquired knowledge into practice, demonstrate their competence, participate in deep learning, and apply transferable abilities in relevant situations. Well-designed performance assessments will assist teachers in determining the comprehension levels of their students, assisting them in clearing up any misconceptions, and providing the guidance necessary to advance students' thinking and learning.

-oOoThe author is Teacher III at Pio Elementary School