Implementation of Performance-Based Assessment Approach in Teaching Academic Writing

Abstract

In the lecture process, students’ performance must be in accordance with their learning outcomes in the sense that what is done in learning is measurable and seen from the value of learning outcomes, Performance-Based Assessment is one of the best learning strategies to create synchronization between student performance in the learning process and the final score. Performance-Based Assessment is a learning strategy in which there is also an authentic assessment model. Therefore, lecturers are expected to be able to implement this Performance-Based Assessment as a strategy in teaching to achieve student graduate targets in accordance with learning objectives, especially in Academic Writing courses whose orientation rather than Academic Writing courses taught to students is to make students as competent novice writers. Therefore, at the end of the Academic Writing lecture with the Performance-Based Assessment teaching strategy, students are able to produce writing in the form of a draft proposal that is ready for seminars. The research design used in this research is a single case study research design, this research design was chosen with consideration in order to obtain more detailed data about the respondents studied. In this study, the academic writing class that applied Performance-Based Assessment (PBA) as a learning strategy was studied. The results of this study indicate that the implementation of Performance-Based Assessment has a positive effect on students' ability to write scientific papers, in conclusion, the implementation of Performance-Based Assessment is the best strategy in the lecture process, so this research provides evidence that Performance-Based Assessment is very good to be implemented in the learning process