Topic 2

PERFORMANCE BASED ASSESSMENT: ITS IMPLEMENTATION IN THE PRIVATE

AND PUBLIC SCHOOLS IN OZAMIZ CITY

Introduction:

Performance tasks are routinely used in certain disciplines, such as visual and performing
arts, physical education and career-technology where performance is the focus of instruction.
However, such tasks (and should) be used in every subject area an at all grade levels (McTighe
2015). According to Alipasa (2018), the shift to performance and standard-based grading from
the traditional standardized testing has been reinforced more greatly in the pursuance of the
DepEd Order No. 8, s, 2015, otherwise known as the Policy Guidelines on Classroom
Assessment for K-12 basic Education in the Philippines. Since the context of this study, teachers
have difficulties on the implementation of Performance-Based Assessment to the students. The
most issues encountered by the teachers are not having sufficient time and crowded classroom.
Thus, they could not apply tasks in the classroom effectively.

As what other countries implemented, the increase emphasis to performance-based

assessments, aims to provide appropriate performance assessment that was enabled learners to
transfer their knowledge, understanding, and skill “successfully in the future situations” (DepEd,
2015)

This study hoped to know whether there is/no significant difference between the implementation
of performance-based assessment in public and private school in Ozamiz City, Misamis
Occidental. It seeks to answer these following questions;

1. What curriculum guide does the teachers in public and private schools use in the presence
of performance-based assessment?
2. How do the teachers in the public and private schools implement performance-based
assessments to their students?
a. Pre-Implementation
b. During Implementation
c. Post-Implementation
3. Is there a significant difference between the implementation of performance-based
assessment in public and private schools in Ozamiz City, Misamis Occidental?
Review of Related Literature

According to Amy Brualdi (2000), one of the benefits of performance-based assessment

is its allowance for the teachers to gather information how the student understand and applied
knowledge. In this Digest, the basic steps a teacher may take to plan and execute effective
performance assessment are outlined. Coverage includes the steps of plants executing either
formal or informal performance-based assessment, nascent defining the purpose of the
assessment; choosing the activity; defining performance citeria; creating performance rubrics, or
rating systems by which to determine stduents’ proficiency for a given concept or skill; and
assessing the performance, including using tools by which to deliver feedback to the student.