Mock Interview Performance Review Examples

The performance exam for the first example involved a friend. Jane had to interview a class mate in class. She never interviewed anyone before so she had to go home and practice interviewing family members. There were guidelines for the mock interview procedure that she had to follow to score a high score. Students in the course had to judge the performance of the mock interview with a rubric given by the Instructor. Eye contact, hand shake, not saying umm and making sure to answer the questions wisely, and asking two questions at the end of the interview was graded the hardest in this simulated performance. Next, the performance exam involved me. I and some other colleagues were sitting around at a table. Everyone decided that we would see …show more content…
I then begin to role play the call using the script that was handled to me once I made the call. What a performance I had to endure. I was to talk very loud and chew gum at the same time while talking to the person that answered that call. The goal was to make a good first impression but the script given to me to use made the call more difficult. Somehow, I made a very good first impression even though I was talking loud and chewing gum. This was a simulated performance also. Lastly, a friend had to go to class dressed for an interview. Bob could not wear pants that hang down; he had to look neat and professional. Now, how was he going to pull this off when he never had to go on an interview dressed this particular way? He went home, got some things together for the next day. Bob arrived to class dressed for the interview. Bob appeared to be a professional coming to interview the students. Every part of the simulated performance procedure that Bob was graded by received the highest score. Bob wore dress pants, white shirt tucked in pants, belt, black dress shoes, black dress socks and a suit coat. He shaved, cut his hair and covered up all of his …show more content…
In order for the performance to be successful, the performance skills involve knowledge, skills and affective components that must be considered. Therefore, the objectives for the performance assessment and testing of learning outcomes should be planned at the same time as the general objective is stated and the specific learning outcomes wanted for students to achieve. For example, learning to use a computer, one must learn what the parts of the computer are first so that they will know what makes the computer work. Learning the parts will allow each student to become familiar with what each part is used for. Then, students will learn how to operate the computer finding out information of how to send a simple