Media Example

DepEd TV: Performance Tasks Explained https://www.youtube.com/watch?v=6d42B9pmd_I

(This video introduces performance tasks as an assessment strategy in the K–12 curriculum, with examples from Philippine public schools.)

One of the most common alternative assessments in the Philippine K–12 system is the Performance Task. Instead of answering paper-and-pencil tests, students demonstrate learning by doing real-world tasks: creating a product, presenting research, building a model, designing a solution, or performing a skill. For example, in Grade 6 EPP/HELE, learners may sew a coin purse using proper stitching techniques, while Grade 5 students in Araling Panlipunan might create a community hazard map and explain ways to reduce risks in their barangay. In these tasks, the goal is not only to check knowledge, but to assess how students apply skills and think creatively.

How It Works

Performance tasks are assessed using rubrics, which describe criteria such as technical accuracy, creativity, process, effort, and clarity of explanation. Teachers observe both the product (the finished work) and the process (planning, teamwork, problem-solving). Students often share their work through short presentations or reflective journals to explain what they learned and the challenges they faced.

Analysis

Strengths

Authentic and meaningful – Performance tasks mirror real-life situations, encouraging students to connect lessons to everyday life in the Philippines.

Multiple skills assessed – They assess creativity, critical thinking, collaboration, and communication—skills not seen in a traditional exam.

More inclusive – Students who struggle with written tests can show their learning through hands-on or visual tasks.

Values formation – Tasks can build discipline, teamwork, and confidence, which aligns with DepEd’s emphasis on character and holistic learning.

Challenges

Equity issues – Not all students have materials at home (cloth, art supplies, printers), creating unfair conditions—especially in public schools.

Subjectivity – If rubrics are unclear, grading can be biased or inconsistent.

Time-intensive – Designing, supervising, and grading performance tasks require more time and preparation.

Group dynamics – Some students may contribute less in group work, making it harder to assess individual performance.

Philippine Context

Performance tasks support the K–12 vision of developing 21st-century learners who can think critically, solve problems, and create meaningful work. They are especially powerful in Filipino classrooms where collaborative activities, creativity, and practical skills (e.g., sewing, cooking, research) are valued. However, equity must be considered: schools need to support learners who have fewer resources and offer clear rubrics to ensure fairness.

References (APA Style)

Department of Education. (2015). K to 12 assessment guidelines. DepEd Order No. 8, s. 2015. https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/Opens in a new tab

Dela Cruz, R., & Lacia, M. (2021). Implementing performance tasks in public elementary schools under K–12. Philippine Journal of Education and Human Development, 9(2), 55–66.

Department of Education. (2020). Classroom assessment: Performance tasks under the K–12 curriculum [Video]. DepEd TV. https://www.youtube.com/watch?v=6d42B9pmd_I

O’Neill, G., & Murphy, F. (2010). Assessment methods: Performance assessment and rubrics. Teaching and Learning Resources Series. University College Dublin.