This presentation describes what a performance test actually is. In which courses performance tests are most commonly found. what are its types and how one can construct their own performance test while following simple systematic steps?

1. Sheliza Hyder
Performance
Knowledge
21st Century Education.
PERFORMANCE TEST
Sheliza Hyder
B.Ed HONS
Thursday, August 30, 2018
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2. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Contents
 What is performance test?
 Types of Performance Test.
 How to construct a performance test?
Thursday, August 30, 2018
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3. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
What is Performance Test?
 Performance test is concerned with skills outcome.
 Performance tests vary from paper-pencil measures of
performance to samples of actual job performance. As with
other test types, the nature of performance test is
determined primarily by the instructional outcomes to be
measured.
 The quality of every performance test can be enhanced by
following a systematic procedure of test development.
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Although measures of knowledge can tell us whether students
know what to do in particular situation, performance test are
needed to assess their actual performance skills.

4. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Courses that require testing of skills.
 Skill in using processes and procedures is a desired
outcome in many academic courses. For e.g. science
courses are concerned with laboratory skills, mathematics
courses are concerned with problem-solving skills, English
and foreign language courses are concerned with
communication skills, social studies courses are concerned
with skills such as map and graph construction and
operating effectively in a group.
 In addition to these academic courses, skills outcome are
also emphasized in art and music courses, industrial
education, business education, agriculture education, home
economics courses, and physical education.
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5. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Types of Performance Test.
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Paper and Pencil
Performance.
It differs from the traditional form of paper-pencil
test by placing greater emphasis on the
application of knowledge and skill in a simulated
setting.
Identification test.  In simple cases a student maybe asked to
identify a specimen, a tool or an equipment. Also
could be required to write it’s characteristics or
functions respectively.
 In complex cases, the student might be
presented with a particular performance task and
will be asked to identify the tools, equipment, and
procedures needed in the performance task.

6. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Types of Performance test.
Thursday, August 30, 2018
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Simulated Performance.
Work Sample.
It emphasizes proper procedure. The student is
expected to perform the same motions as those
required in the actual performance of the task,
but the conditions are simulated.
It requires the student to perform actual tasks that
are representatives of the total performance to be
measured under controlled conditions.

7. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
How to construct a performance test?
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Step 1: Specify the performance
outcome to be measured.
Step 2: Select an appropriate degree of
realism.
Step 3: Prepare instructions that clearly
specify the test situation.
Step 4: Prepare the observational form
to be used in evaluating performance.

8. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
 Performance objectives of the instructions have been pre-
specified by the action verbs such as identify, construct,
create, demonstrate.
 When the critical elements of the performance have been
identified and specified, desirable performance standards
are set for each task. These standard indicates the
minimum level of performance that is considered
acceptable.
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Step 1:Specify the performance outcome to be
measured.

9. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Step 2: Select an appropriate degree of realism.
 The degree of realism selected for a particular test situation
depends on a number of factors.
1. The nature of instructional objectives must be considered.
2. The sequence of instruction within a particular course may
indicate that it would desirable to measure the achievement
using which type of performance test. (it could be paper-
pencil, identification, simulation or work sample)
3. Numerous practical constraints, such as time, cost,
availability of equipments and difficulties in administering
and scoring, may limit the degree of realism.
4. The task may restrict the degree of realism in a test
situation. For e.g. for testing first aid skills it would be
infeasible to use actual patients with the wounds, broken
bones etc.
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Real life situations.

10. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Step 3: Prepare instructions that clearly specify
the test situation.
 When the test situation has been selected and the specific
task to be performed have been identified, the next step is
to prepare instructions that clearly in simplest terms
describes the test situation.
 These instructions should describe the required
performance and the conditions under which the
performance is to be demonstrated.
 Instructions are usually written so that all individuals are
represented with the same task.
 Carefully specifying the conditions under which examinees
are to perform, and the basis on which their performance
are to be judged increases the likelihood that the test will
be standard for all individuals.
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11. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Step 3: Prepare instructions that clearly specify
the test situation.
 Instructions for a sample test typically includes:
A. Purpose of the test.
B. Equipment and materials.
C. Testing procedure.
 Condition of equipment.
 Required performance.
 Time limits (if any).
D. Method of scoring.
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12. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Step 4: Prepare the observational form to be
used in evaluating performance.
• Procedures and product are evaluated by some type of checklist or
rating scale or product scale.
 A product scale is a series of sample products that reflect
different degrees of quality. The procedure involves selecting
sample products representing five to seven levels of quality,
arranging them in order of merit and then assigning numerical
values to the levels. Each student’s product is then rated by
comparing it to the product scale and determining which quality
level it matches most closely.
 The checklist is a list of measurable dimensions of a performance
or product with a place to record ‘yes’ or ‘no’ judgment.
 A rating scale is similar to the checklist, but instead of a ‘yes’ or
‘no’ response it provides an opportunity to mark the degree to
which each dimension is present.
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13. 21st Century Education.
Performance
Knowledge
Sheliza Hyder
Reference:
 Gronlund, N. E. (1988). Constructing performance tests.
In How to construct achievement test (4th ed., pp. 84 -
94). USA: Prentice Hall.
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