Abstract:
The purpose of the study was to develop and validate a performance-based
assessment instrument in mathematics for Senior High Schools. The study
sought to find out if a newly developed performance-based assessment items
in mathematics would be a good assessment instrument for Senior High
School examination. The study employed quantitative instrumentation
research design with a four-phase instrument development and validation
process: planning, construction, qualitative evaluations, and quantitative
validation. Stratified, census, simple random sampling and purposive sampling
procedures were employed to select 240 mathematics examiners, 150
mathematics teachers and 750 SHS Three students in the Western Region for
the validation phase of the self-developed instrument. Questionnaire and
performance-based assessment test were used as the main data collection
instruments. The Cronbach alpha reliability coefficient of the questionnaire
was 0.843. Data were analysed using means and standard deviation, Pearson
Product Moment correlation coefficient, modified Kappa statistics, Principal
Component Analysis and four-way ANOVA. It was found that the
performance-based assessment instrument (designed by the author) is feasible
and credible, has educational and catalytic effects. It was also found that the
developed performance-based assessment has a high inter-rater reliability
(0.879-0.988), good content validity ratio (0.834-1.00) and good construct
validity. Based on the findings, it was recommended that the performancebased
assessment should be an integral part of the methods of assessment
lessons in mathematics at the Senior High Schools
