Performance task as instrument for evaluation among grade vi pupils in public elementary schools

Authors

  • Matronillo Del Mundo Martin College of Education, Ifugao State University Potia Campus, PHILIPPINES
  • Michel C. Omela Faculty, Planas Elementary School, Ramon, Isabela, PHILIPPINES

DOI:

https://doi.org/10.37134/ajatel.vol10.1.5.2020

Keywords:

Performance, Evaluation, Task-Oriented, Instrument, Tool

Abstract

This study aimed at determining the status of implementation and usefulness of Performance Task Evaluation (PTE) as an evaluation tool among Grade-VI pupils of Ramon District for the School Year 2018-2019. In this study, the implementation and usefulness of PTE were analyzed using quantitative research. In addition, related factors in implementing the evaluation model were determined. Then, based on the findings, programs and interventions were developed to improve the academic achievement of the Grade VI pupils through PTE. The respondents believed that PTE is being implemented in terms of practices. Therefore, the implementation of the PTE should be considered as a tool of evaluation. The respondents believed that PTE is useful in terms of academics, attitude and instructions. Pupils believed that PTE is useful in providing learning skills necessary for the education since PTE develops the skills of every pupil. Besides, through PTE pupil enhances their skills and potential using the updated and reliable assessment and evaluation tool.  The faculty and pupils should attend seminars that will gain knowledge for the implementation of PTE to easily develop a solution or action for its effective implementation. Besides, improved the monitoring system of the implementation of PTE through seminars, trainings, workshop and additional assessment examination. Moreover, the Department of Education Ramon District and recognized pupil government organizations may provide co-curricular activities that would allow maximum participation of the pupils to experience different challenges in education towards a better appreciation of their currently enrolled in elementary through PTE.

Downloads

Download data is not yet available.

References

Acharya, M. K. (2003). A comparative study on washback of English-speaking tests in high schools: Based on two-way and one-way speaking tests. Unpublished Master’s Thesis, Ewha Woman’s University, Korea.

Arter G.F. and McTigche, M. B. (2012). The effect of performance assessment method on the learning of overhand toss in volleyball. Unpublished Master’s Thesis, Keimyung University,Korea.

Baron, N. W. (2012). The effect of portfolio-based instruction on composition students’ final examination scores, course grades, and attitudes toward writing. Research in the Teaching of English, 27(2), 155-174.

Block, J. H., H. E. Efthim, and R. B. Burns. (2014). Building Effective Mastery Learning Schools. New York: Longman.

Brown D. K. (2015). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16(1), 27-54.

Borsoto, K. L. (2014). The effect of portfolio assessment on the and the Performance task Evaluation in Basic Education. Unpublished Master’s Thesis, National University of Education, Korea.

Dotong, K. B. (2014). Validity analysis of a state writing assessment. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, IL.

Fredriksen, K. Y. (2012). Effect of performance assessment on achievement and creative thinking. Unpublished Master’s Thesis, Kongju National University of Education, Korea. 155

Furtak, P. K. et.al. (2008). An investigation of personal investment levels among non-music major piano students using portfolio assessment. Unpublished Doctoral Dissertation, University of North Texas.

Laguador, J L. 2013). The use of and attitudes toward performance assessment in a primary grade program of whole language. Unpublished Doctoral Dissertation, Ohio State University.

Laguador, J.M. (2013d). Observed Classroom Behaviour as Predictor of the Major Examination Results in Advanced Statistics of BS Industrial Engineering Students, International Journal of Management, IT and Engineering, 3(7): 349-360.

Linn, B. I. and Baker, F.D. (2016). The study for the improvement of a mathematics teaching learning method: Focusing on performance assessment about a function part of a middle school. Unpublished Master’s Thesis, Kook Min University, Korea.

Linn G.J and Gronlound H.R. (2013). The effect of elementary science classes using portfolio on students’ academic achievement and perceptions. Unpublished Master’s Thesis, Seoul National University of Education, Korea.

Newmann, F. M., and D. A. Archbald. (2012).The Nature of Authentic Academic Achievement.” In Toward a New Science of Educational Testing and Assessment, edited by H. Berlak, F. M. Newmann, E. Adams, D. A. Archbald, T. Burgess, J. Raven, and R. A. Romberg. Albany: State University of New York Press.

Nitko, H.D. (2014). Using CBM to explore a consequential basis for the validity of a state-wide performance assessment. Diagnostique, 22(3), 447-463.

Popham, S. W. (2015). Designing and measuring educational outcomes utilizing student portfolios for business management education, Journal of Instructional Psychology, 28(1), 50-58.

Popham, S. W. (2014) Measuring educational outcomes utilizing student portfolios for business management education, Journal of Instructional Psychology, 41(1), 16-25.

Resnik, C. S. (2013). The effect of the study on the extension of the ability by the adapted learning of the descriptive assessment in performance assessment methods: Focused on the common mathematics in high school. Unpublished Master’s Thesis, Kong Ju University, Korea.

Shepard, L. A., Flexer, R. J., Hiebert, E. H., Marion, S. F., Mayfield, V., & Weston, T. J. (2000). Effects of introducing classroom performance assessments on student learning. Educational Measurement: Issues and practices, 7-18.

Spady, J. K. (1994). The Issues in Outcomes-Based Education and Instruction in University. Journal on Multidisciplinary in Education.

Taylor, S. and Nolen P.D. (2004). Performance trends and use of accommodations on a statewide assessment: Students with disabilities in the KIRIS on-demand assessments from 1992-1993 through 1995-1996. State Assessment Series, Maryland/Kentucky Report 3, National Center on Educational Outcomes, Minneapolis, MN. 170

Tomas, H. K. (2015). Improving listing skills and motivation. Unpublished Master’s Thesis, Ateneo De Manila

Valdez, A.P., Panganiban, C.A., Lumanglas, K.R.L., Calingasan, K.A., Divino, R.S., Guico, P.J.P., Montalbo, G.S., Pronobe, J.M. (2012). The Six-Month Intership Training Program for Medical Laboratory Science Education: An Initial Evaluation, JPAIR: Multidisciplinary Journal, 9(1), 269-283.

Valdez, D. J. (2012). The effects of portfolio assessment: Focused on High School Mathematics. Unpublished Master’s Thesis, University of Pangasinan

Valdez, D. J., Corpus, B.K. & Ferrer, H.Y. (2012). The underlying problems in Motivation and Instruction. University Journal

Wiggins, K. A. (2013). Application example of fitness portfolio to improve the health-related fitness. Unpublished Master’s Thesis, Inchon National University of Education, Korea.

Wise, L. L. (2015, February). Picking up the pieces: Aggregating results from through-course assessments. Paper presented at the Invitational Research Symposium on Through-Course Summative Assessment. Atlanta, GA.

Downloads

Published

2020-04-28

How to Cite

Martin, M. D. M., & Omela, M. C. (2020). Performance task as instrument for evaluation among grade vi pupils in public elementary schools. Asian Journal of Assessment in Teaching and Learning, 10(1), 41–50. https://doi.org/10.37134/ajatel.vol10.1.5.2020

Issue

Section

Articles