Performance VS Traditional Assessment
Comparing Performance and Traditional Assessment Based on Three Criteria
​The following comparison outlines three key criteria that distinguish performance assessment from traditional assessment.
1. Authenticity and Application
Traditional assessment emphasizes recall through standardized or teacher-made tests like multiple-choice or short-answer questions. These prioritize memorization over real-world thinking (Nitko & Brookhart, 2014). In contrast, performance assessments require students to apply knowledge in real or simulated tasks. For example, in Principles of Business, students may conduct a market survey to assess demand for a school-based product. This allows them to apply concepts and develop communication and cognitive skills. It also provides teachers with a deeper understanding of students’ abilities beyond test scores. Unlike traditional tests, which often encourage rote learning, performance tasks promote meaningful engagement and critical thinking (Quansah, 2018,).
2. Process and Feedback
Traditional assessments are often summative and final, with little opportunity for revision. A test on contract elements may result in a grade but not deeper understanding. Performance assessments, however, value the learning process. Students might draft a business document and revise it using rubrics and peer feedback. Teachers also support improvements through group check-ins. This approach encourages self-regulation and mirrors real-life practices where professionals evaluate and refine their work. Rather than ending at a grade, performance assessments support reflection, improvement, and real growth (Quansah, 2018).
3. Flexibility and Inclusivity
Traditional assessments are typically standardized and written, limiting how students can show understanding. This can disadvantage those with different strengths. Performance assessments offer varied formats such as presentations, infographics, or skits that cater to diverse learning styles. Clear rubrics outline expectations at each level, making the process more transparent. While traditional assessments restrict expression, performance assessments adapt to student needs and highlight their full potential.​​​
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References
Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students (7th ed.). Pearson.
Quansah, F. (2018). Traditional and authentic assessment: Theoretical perspectives and practical realities. Journal of Education and e-Learning Research, 5(2), 104–109. https://doi.org/10.20448/journal.509.2018.52.104.109
Stiggins, R. J., & Anderson, K. (1981). Comparing traditional and performance assessment. Northwest Regional Educational Laboratory.