Dlaitan (1996) in agreement with prossr and wright (1962) emphsiized perfomance based teaching and learning process, whereby student acquire manipulative skills to perform in the real job sitattion. Vocational caruses there on the capability of students to perform the learned skills ensuing and after competing the coruse of study. In the past and before the development and ongoing implementation of the national policy education. Educational assessment in secondary scholls was based on the result of one shoot examination
All categories of occupations whether engineering , machine trades agriculture, sales vocations etc are approached diffetnly in mtheods of assessing outcomes, the skills tught and learnt vary from one occupation for natohter (see prosser thrain no 12)
The national board for technical education recommended the development and usage of modules for effective teaching of skills and therefore performance based assessment in needed for the modules when contain skills area to be taught to technical students in technical college of education and the polytechnics. A module presents learning materials interactively, making assessment performance based. The N.B.TE (1991) recommended provided the following reasons for judiciously recommending the use of college form/ workshop for evaluating technical and polytechnic / technical student activities thus:
– it provides opportunities for practical training of studnts in workshop practice, repair and maintenance of implements and machines power
– it encourages and makes possible the constructuion of susful equipments
– it saves time and reduces repair expeses by eliminating trips to repair shops outside the school farm workshop or colleges.
– It encourages accumlation of useful look and euipment
– It privides for immediate corrections, and trails
– It enhances communication linkage between the teacher and students and gives personal satisfaction of a job well done to the students and their teacher.
Some technical colleges and polytechnic/ collage of technology agric college provided tractors, carentary, electrical worskshops where practical are usually carried out with students.
The issue of assessing students learning outcome in college of education and universities , apart from pencil and paper tests which is no long man. They now emphasize on macro –device micro teaching . students embra industrial attachment which areupervised and assessed on their performance by industrial immediate supervisors. The teaching practice in a normal situation are assessment by school supervisor is another effective way of assessing the professional competence in teaching
Also assessment of intended outcomes of students ausing experiments to workshop practice depends on the result obtained from his experiments or practices.
Students achievement should be measured on occupations nor only through achievement tests, instead in skill assessment activities through performance measures in indules performance raised tests according to grea (1975) pre the only tests designed to specifically all directly the actual for performance of studnt in the ales taught
Performance based test involve
i. Developing activity packages from the content of the programme to activities are organized in order to performance the allow for easy assessment.
ii. Developing performance objectives to guide the teacher in developing the items
iii. Deleting appropriate psychomotor domain creative / specification for the activities
iv. Constructing performance based multiple choice tests using the three parameters earlier stated. Performance based tests have been standardized for assessing secondary school students in agriculture in Nigeria.
Related Posts: TVE
Be the first to comment