4. •The focus of performance-based
assessment is the final output
that must be developed or
completed.
-problem-solving, demonstration tasks
and other authentic experiences
18. •With the different types of performance
tasks, the teacher may decide what and when
materials should be used, specifies the
instructions for performance, describes the
kinds of outcomes toward which students
should work, tells the students they are
being assessed, and gives students
opportunities to prepare themselves for the
assessment.
19. •Performance tasks on the other hand
can be performed also in a typical
and natural setting, which give
students opportunity to perform
particular activity which the
teacher would like to assess.