The Pre-Calculus Performance of Grade 11 Stem Students: A Basis for Performance-Based Assessment

Abstract

Performance-based learning is when students participate in performing tasks or activities that are meaningful and engaging. The purpose of this kind of learning is to help students acquire and apply knowledge, practice skills, and develop independent and collaborative work habits. The culminating activity or product for performance-based learning is one that lets a student demonstrate evidence of understanding through a transfer of skills. The researcher came up to this study to determine the performance of Grade 11 STEM Students in Pre-Calculus as the basis for Performance-Based Assessment. This study determined the individual and grouping scheme as a basis in performance in Pre-Calculus of Grade 11 STEM students as the basis for Performance-Based Assessment using the quantitative method and descriptive research. Descriptive research and quantitative method were used to address its concerns. The questionnaire was designed to investigate the Performance Based-Assessment of Grade 11 students. This exists to undergo with the validation process to check its validity and reliability. The study used weighted mean as the main statistical tool. After careful analysis and interpretation of data gathered, the researchers found out that the majority of respondents stated that the main importance of performance-based assessment was to evaluate complex concepts across a range of types and disciplines. Students’ ability to evaluate complex concepts across a range of types and disciplines, adapt to communication in relation to audience, task, purpose, discipline and describe the different types of conic sections were the main importance of performance-based assessment activities. The frequent challenges encountered by the students in performance-based activities were determining the importance of alignment of theories of learning and assessment, the strong influence on how teachers teach and how students learn while the least challenges encountered was the inability to provide an accurate assessment and too time-consuming. Thus, analytic and logistic kinds of rubrics were proposed to manage the challenges of performance-based activities. This study may serve as a guide or basis for other students in addressing the competencies on Pre-Calculus by assessing ways that they could also utilize in learning. This also served as baseline information in the provision of school programs involving performance-based activities for students as a means of analyzing Pre-Calculus.