Paper Title
PERFORMANCE BASED ASSESSMENT WORKFLOW AND ITS EFFECTIVENESS: FROM LEAN LENS AND PERSPECTIVE

Abstract
Performance-based assessments in skill-based courses often involve complex planning and real-time decision-making for both teachers and students. This study examines how Lean Philosophy, particularly Lean tools such as Kanban boards, mistake-proofing, and visual management tools, was integrated into the design and delivery of an undergraduate skill-based assessment. The Lean lens application streamlined task sequencing, improved transparency, and reduced ambiguity for learners. Kanban-supported planning enabled teacher to have a clear visualisation of assessment phases and resource allocation, while visual tools enhanced clarity, transparency, consistency and real-time feedback for students during the performance assessment process. The mock sessions functioned as a preventive mechanism by minimising common errors during the execution and improving the readiness of the students for the assessment. Student perspectives collected at the end of the course highlight the positive influence of these interventions on their engagement, clarity, and overall assessment experience. The study offers implications for educators on how Lean tools can create more efficient, learner-centric assessment environments and support continuous improvement in similar skill-oriented contexts. Keywords - Lean Philosophy, Performance-based Assessment, Lean Tools, Skill-based Assessment, Student Experience, Higher Education