Introduction The test was conducted in Nandom Senior High School in the Northern Region of Ghana. The purpose of the test was to measure the SHS 2B students' achievement regarding Core Mathematics after they have been taught successfully in the following areas; linear equations, linear inequalities, simultaneous equations, percentages, vectors and indices. A thirty-item on the areas listed were crafted and in each of the items, four options were provided for students to choose the best option as an answer. The test was administered to the indicated class, that is, SHS 2B and scored by the assessor following strictly the scoring rubric prepared. According to Estey [as cited in Amedahe and Asamoah-Gyimah, 2016], four principal stages are involved in classroom testing and these are constructing the test, administering the test, scoring the test and analyzing the test results. It should be noted that, in constructing a test, one needs to define the purpose of the test and in this regard, the purpose aimed at measuring students' achievement in some selected areas in Core Mathematics as indicated above. The assessor wanted to investigate if the students have gain mastery over the various areas the test was centered. The format of the test was objective items which included multiple-choice test items. In this regard, thirty multiple choice test item were constructed to measure students' achievement in the areas identified. The format employed was influenced by factors such as; the purpose of the test, time available to prepare and score the test, number of students to be tested, difficulty desired, physical facility that are available and the test constructor's skill in the different type of items [Mehrens & Lehmann, as cited in Amedahe & Asamoah-Gyimah, 2016]. The test was constructed based on the areas in accordance with the Core Mathematics Syllabus of the Ghana Education Service and specifically the area covered in the test were; linear equations, linear inequalities, simultaneous equations, percentages, vectors and indices. The assessor wanted to achieve the purpose of measuring students' achievement in their ability to: 1. find solution and truth of set for linear equations in one variable and solve word problems involving linear equations in one variable 2. find solution and truth set of linear inequalities in one variable and solve word problems involving linear inequalities in one variable 3. find the magnitude, direction, add and subtract vectors of various forms 4. compare two amounts or quantities by expressing one as a percentage of the other 5. use elimination and substitution method to find solution sets of simultaneous equations, and 6. solve equations involving indices
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6.5 Performance Assessments vs Traditional Assessments
Traditional assessments are “tests” taken with paper and pencil that are usually true/false, matching, or multiple choice. These assessments are easy to grade, but only test isolated application, facts, or memorized data at lower-level thinking skills. Traditional assessment provides little evidence of what a language learner actually can do with the language.
In order to evaluate what a language learner can do with the language, a student must be evaluated using various performance tasks and assessments.
Performance assessments include authentic assessments, alternative assessments, and integrated performance assessments.
Learners must use more complex, higher-order thinking skills. They must reason, problem-solve, or collaborate with others to produce individual responses. Rubrics, provided ahead of time so learners know their expectations, are used to evaluate students on multiple competency levels.
In Herman, Aschabacher, and Winters, 1992, alternative assessment, authentic assessment, and performance-based assessment “require students to generate rather than choose a response.”
Alternative assessments focus on the students’ strengths — what they can do — allowing the teacher to choose an appropriate assessment for students with different learning styles, maturity levels, learning disabilities, physical disabilities, and other characteristics that could affect language performance. While one student may choose to write a response, another student may perform better in a role-play situation.
Although paper and pencil tests can be effective when assessing listening and reading comprehension skills, they are not appropriate assessment methods for performance skills such as speaking and writing. In a balanced assessment program, a variety of assessment techniques should be incorporated into daily instruction.
Authentic assessments combine the traditional academic content with the knowledge and skills needed to function appropriately in the real world. The context, purpose, audience, and focus should connect to real-world situations and problems.
Performance-based assessments require the learner to perform in realistic situations. Students participate in specific tasks, interviews, or performances that are appropriate to the audience and setting.
Next: 6.6] Integrated performance assessment