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.