The Status of Performance-based Assessment in Intermediate English Classes

Abstract

INTRODUCTION

DepEd Order No. 8 s. 2015 states that classroom assessment aims to help students perform well in relation to learning standards --content standards, performance standards, and learning competencies outlined in the curriculum.In English subjects, performance task which allows students to demonstrate learning and to create or innovate products has a weight of 50% of the grade of learners per quarter. This is to put a premium to the development of HOTS and 21st-century skills oflearners specified in the K to 12 Basic Education Curriculum.

METHODS

This study made use of the descriptive research method. A validated Survey Questionnaire was used by the 29 intermediate English teachers in Tabaco South District which generated the status of the conduct of performance-based assessment along the nine Domains of Literacy specified in the Curriculum Guide and determined the factors affecting the conduct of the performance-based assessment.

RESULTS

The data showed the percentage of teachers who conducted performance tasks as a form of summative test for the first quarter of SY 2018 -2019. Out of 29 respondents, 21 or 72.41% conducted a performance-based assessment to measure the Oral Language and Fluency competencies of pupils. Moreover,18 out of 29 teachers or 62.07% gave performance-based assessments in Reading Comprehension. The data also revealed that only 20.69%, of teachers, conducted a performance-based assessment for Vocabulary and Viewing while 13.97% for Study Skills. The teacher respondents considered Many activities that disrupt classes, Insufficient references to guide teachers in giving performance-based assessment and Many add-on duties in schools as Evident Factors affecting the conduct of the assessment.

DISCUSSIONS

The respondents did not fully assess the learners' development of content and performance standards set in the English curriculum. Also, the performance standards for all of the Domains of Literacy were not met and teachers did not have sound and credible basis for the 50% of the quarterly grades of learners. Moreover, learners were not given opportunities to demonstrate and integrate their knowledge, understanding, and skills in lessons learned in specific real-life situations. Therefore, the goal of producing 21st-century learners was not realized.