A key alternative assessment used in the Philippine K to 12 system is the Performance Task (PT), which requires students to demonstrate their learning through the application of skills in real-world contexts, such as through science experiments, oral presentations, or creative projects, and is evaluated using detailed rubrics. This method is highly valued because it effectively measures Higher-Order Thinking Skills (HOTS), making learning more authentic and relevant, and offers multiple, inclusive avenues for students (especially those who struggle with traditional written tests) to show mastery. Furthermore, giving PTs a large grading weight emphasizes practical application and holistic skill development (like communication and collaboration) over rote memorization, aligning assessment with the national goal of producing graduates prepared for life and work.

However, the implementation of Performance Tasks faces significant challenges that represent its worst uses. Scoring complex outputs using rubrics is inherently more subjective than objective testing, risking inconsistencies and rater bias. Furthermore, the reliance on project creation can exacerbate existing resource disparities, unfairly penalizing students from low-income families who lack access to necessary materials or technology, thereby confusing resource access with actual academic capability. Finally, the assessment is highly demanding on teacher time for both design and evaluation, and in high-stakes contexts, there is a risk of external assistance ("parenting to the task"), which undermines the assessment's validity in measuring the individual student's learning.