Performance evaluation

Performance assessment linked to “school grades” is a central process in the traditional school system. For a long time, performance measurement focused on written performance. It was demanded that all pupils were required to demonstrate their learning progress at a certain point in time on the basis of predefined task formats. The German school system is particularly criticized in international comparative studies (e.g. PISA) because it produces a socially unfair selection of performance (disadvantage of children from educationally disadvantaged households). The focus here is on the three-tier school system, which forces children to make a formative decision about their future school career at a much too early age.

In the meantime, the concept of performance has also been expanded in the state school system. Forms are to be used that include not only learning outcomes, but also learning processes and the progressive development of skills in the assessment. The Freinet movement rejects performance assessment that focuses exclusively on grades and is based solely on teachers. Rather, a variety of forms of demonstrating performance (e.g. presentations, project diaries, learning diaries and portfolios) are practiced in all institutions. Where possible, oral or written feedback that provides detailed information on learning progress is preferred to formalized grading. Learners are involved in assessing and appreciating their own progress.