Another important advantage of performance-based assessments is that they are regarded as tests

worth teaching to. The practice of “teaching to the test” is generally frowned upon when referring to
traditional multiple-choice and short-answer assessments. Unfortunately, there is ample evidence that
this practice not only occurs but is, by its very nature, encouraged. When educators are held
accountable for their students’ test performance, how else can a teacher be expected to succeed?
However, “teaching to the test” should be encouraged for performance based assessments. Class time
spent teaching students how to apply knowledge and skills to complex, real-world problems is time well
spent. Integrating performance-based assessments into accountability systems has the potential to
positively impact classroom practice by encouraging teachers to foster the development of the
competencies defined as critical thinking skills.

https://cae.org/images/uploads/pdf/Case_for_Performance-Based_Assessment.pdf)

According to Paas and Van Merriënboer in 1993; Van Gog and Paas in 2008 performance-based
assessment criteria results into more effective learning process. The effect of this on students is it leads
to a higher instructional efficiency. Since some students have experience a low cognitive load during the
time of learning of performance based-assessment criteria which followed by performing a task on test.

Fastré et al. (2009) show that drawing students’ attention to the assessment criteria that are relevant
for a particular learning task improves their understanding of the criteria and subsequently leads to
better test task performance and better self-assessment skills

Eto galing sayo cess

Another important advantage of performance-based assessments is that they are regarded as tests
worth teaching to. The practice of “teaching to the test” is generally frowned upon when referring to
traditional multiple-choice and short-answer assessments. Unfortunately, there is ample evidence that
this practice not only occurs but is, by its very nature, encouraged. When educators are held
accountable for their students’ test performance, how else can a teacher be expected to succeed?
However, “teaching to the test” should be encouraged for performance based assessments. Class time
spent teaching students how to apply knowledge and skills to complex, real-world problems is time well
spent. Integrating performance-based assessments into accountability systems has the potential to
positively impact classroom practice by encouraging teachers to foster the development of the
competencies defined as critical thinking skills.
Acording to Paas and Van Merriënboer in 1993; Van Gog and Paas in 2008 The effect of performance
based assessment to students improves their instructional efficiency and the result of performance
based assessement said that it improves effective learning process to students

According to Paas and Van Merriënboer in 1993; Van Gog and Paas in 2008 some student have
experience a low psychological understanding during the performance based-assessment but the results
of criteria for performance based assessment was more efficient learning process and the effect of
performance based assessment to students improves their instructional efficiency

The other benefits of performance based-learning is

As cited by Paas and Van Merriënboer in 1993; Van Gog and Paas in 2008 performance-based
assessment criteria results into more effective learning process. The effect of this on students is it leads
to a higher instructional efficiency. Since some students have experience a low cognitive load during the
time of learning of performance based-assessment criteria which followed by performing a task on test.
According to Paas and Van Merriënboer in 1993; Van Gog and Paas in 2008 some student have
experience a low psychological understanding during the performance based-assessment but the results
of criteria for performance based assessment was more efficient learning process and the effect of
performance based assessment to students improves their instructional efficiency