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What is Performance-Based Assessment (PBA)

Chapter 1
Handbook of Research on Perspectives in Foreign Language Assessment
It is a type of an alternative assessment which caters students with the engagement with the task and task requirement(s) by means of their knowledge, skills, and learning strategies in order to create a product, or generate a novel response.
Published in Chapter:
Revisiting the Past to Shape the Future: Assessment of Foreign Language Abilities
Nurdan Kavaklı Ulutaş (Izmir Demokrasi University, Turkey)
Copyright: © 2023 |Pages: 10
DOI: 10.4018/978-1-6684-5660-6.ch001
Abstract
Hailing the value of foreign language assessment, this chapter embarks on reflections from classroom practices in order to forecast the future of foreign language assessment, which is molded by a historical perspective. In doing so, it provides a recent contribution to the field of foreign language assessment by demonstrating to practitioners how they can make the best out of their assessment practices by addressing both theoretical and practical issues and listing recommendations in order to empower quality language assessment.
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Chapter 23
Using Mathematics Digital Interactive Notebooks as Authentic Integrated Online Assessments
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Chapter 9
Designing, Implementing, and Evaluating Performance-Based Assessments Within a Competency-Driven Curriculum
An assessment that evaluates learners on their ability to complete a clinical skill or series of skills, interact with a simulated patient/caregiver/healthcare provider, or demonstrate technical skills (i.e. sterile and non-sterile compounding).
Published in Chapter: Designing, Implementing, and Evaluating Performance-Based Assessments Within a Competency-Driven Curriculum; From: Cases on Instructional Design and Performance Outcomes in Medical Education
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Chapter 7
Navigating Performance-Based Assessments in Unprecedented Times: Adaptations, Challenges, and Strategies
An assessment or group of assessments that evaluates learners on their ability to complete a clinical skill or series of skills, interact with a standardized person, or demonstrate technical skills (e.g., sterile and non-sterile compounding). The assessment may include one or more interactive or non-interactive scenarios.
Published in Chapter: Navigating Performance-Based Assessments in Unprecedented Times: Adaptations, Challenges, and Strategies; From: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
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