One widely used alternative form of assessment in the Philippine K–12 curriculum is the Performance Task, particularly the Community-Based Inquiry Project. This assessment requires learners to investigate a real issue in their local community—such as waste management, water conservation, traffic congestion near schools, or disaster preparedness—and present their findings and proposed solutions through a written report, presentation, or prototype. Unlike traditional tests that rely on selecting answers, performance tasks allow students to demonstrate learning through authentic application of knowledge, skills, and values.

In theour educational seeting, this type of assessment aligns with the Department of Education’s shift toward authentic, competency-based learning, as emphasized in the K–12 curriculum and recent reforms promoting meaningful and contextualized learning. Since many Filipino communities face environmental, social, or economic challenges, community-based projects give learners opportunities to connect classroom concepts (in Science, Araling Panlipunan, or EPP/TLE) with real-life problems. For example, a Grade 9 Science class might investigate the water quality in a nearby creek, while an Araling Panlipunan class might conduct a survey on barangay safety or civic participation. The assessment goes beyond recalling information and instead evaluates how learners apply critical thinking, creativity, collaboration, and communication skills.

The benefits of this alternative assessment are significant. For one, it promotes higher-order thinking skills (HOTS), which are central to modern Philippine education. Students must gather evidence, analyze data, make interpretations, and present reasoned conclusions. It also enhances 21st-century skills, such as teamwork, problem-solving, and digital literacy—skills that traditional multiple-choice tests cannot measure adequately. Moreover, because the tasks are rooted in students’ lived experiences, the assessment becomes more engaging and culturally relevant, especially for those in rural or underserved communities who may feel disconnected from textbook-based learning. The project also strengthens values development, such as environmental stewardship, empathy, and community involvement, supporting the DepEd’s goal of developing “maka-Diyos, makatao, makakalikasan, at makabansa” learners.

However, like all assessment forms, this method also presents challenges. One issue is inequity of resources: students from more privileged households may have easier access to the internet, computers, or safe research environments, while others may lack materials or community support. Teachers must also invest considerable time in creating rubrics, guiding students, and checking outputs. In some cases, projects may become overly dependent on parental help, which compromises the authenticity of learning. Additionally, without clear guidelines, performance tasks may be graded subjectively, leading to inconsistencies across sections or schools.

Overall, the Community-Based Inquiry Project demonstrates how an alternative assessment can align with the goals of Philippine education by blending content mastery, real-world application, and values formation. While challenges exist, careful planning, equitable support, and clear rubrics can help ensure that such assessments are meaningful, inclusive, and beneficial to learners. By connecting learning to community realities, this assessment helps develop well-rounded, socially responsible Filipino students prepared for real-life problem-solving beyond the classroom.