PERFORMANCE – BASED LEARNING & ASSESSMENT AND ACADEMIC ABILITIES

OF GRADE 12 STUDENTS OF LINAO NATIONAL HIGH – LINAO NORTH

TUGUEGARAO CITY.

A Proposal Presented to the

Faculty of the Graduate School

St. Paul University Philippines

In Partial Fulfillment

of the Requirements for the Degree

Master of Science in Teaching

by

Melbie E. Miranda

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 CHAPTER 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

This chapter describes the background of the study, its

conceptual framework, its objectives, its benefits and defined

bounds.

INTRODUCTION

In the act of learning, people obtain content knowledge,

acquire skills, and develop work habits – and practice the

application of these three to “real – world” situations.

Performance – based learning and assessment represent a set of

strategies for the acquisition and application of knowledge,

skills, and work habits through the performance of tasks that are

meaningful and engaging to students. It is an approach to

teaching and learning that emphasizes students being able to do,

or perform, specific skills as a result of instruction. In this

framework, students demonstrate the ability to apply or use

knowledge, rather than simply knowing the information.

Performance – based learning and assessment typically includes

activities and tasks that are authentic and meaningful to the

students. This focuses on how the content is taught and assessed,

not on the specific information covered in a course, so it can be

applied across different content areas and instructional levels.

This pedagogy has recently experienced a reemergence in

education literature and curricula. In the 1990s, performance –

based assessments became a valid alternative to traditional

multiple – choice tests. In the years that followed, legislative

requirements shifted the emphasis to standardized testing, which

cause a decline in nontraditional testing methods (Darling –

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Hammond & Adamson, 2013). Currently, more school districts and

universities are seeking authentic measures of student learning,

and performance - based assessments have become increasingly

relevant. Thus, there is a need to look into different aspects or

nature of the teacher’s teaching and learning assessments in

order to come up with accurate discernments of students’ academic

skills.

Hence, this study is being proposed in order to determine

the extent of the implementation of Performance – based learning

and assessment in teaching and learning. Specifically, the study

provides information about the different activities connected to

Performance – based learning and teaching and how it is related

to student’s academic abilities.

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REVIEW OF RELATED LITERATURE

Performance – based Learning and Assessment became an issue

in the field of teaching and it has been argued and debated by

some educators and researchers. This issue has been treated by

various authorities presented in this chapter.

Performance – Based Education

The performance-based approach to education enables learners

to use their knowledge and apply skills in realistic situations.

It differs from the traditional approach to education in that as

well as striving for mastery of knowledge and skills, it also

measures these in the context of practical tasks. Furthermore,

performance-based education focuses on the process pupils go

through while engaged in a task as well as the end product,

enabling them to solve problems and make decisions throughout the

learning process.

In addition, performance-based education stimulates the

development of other important dimensions of learning, namely the

affective, social and metacognitive aspects of learning.

Regarding the affective (emotional) aspect of learning,

performance-based education motivates pupils to participate in

interesting and meaningful tasks. It helps pupils develop a sense

of pride in their work, fostering confidence in the target

language. Encouraging pupils to experiment with their increasing

control of the language alleviates anxiety over “making a

mistake.” This further motivates them to invest in learning the

foreign language.

The social aspect of learning is reflected in the peer

interaction that performance-based tasks require. Pupils thus

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develop helpful social skills for life. Such cooperative work

leads to peer guidance and other kinds of social interaction such

as negotiating, reaching a consensus, respecting others’

opinions, individual contribution to the group effort and shared

responsibility for task completion.

As for the metacognitive aspect of learning (pupils’

thinking about their own learning), skills such as reflection and

self-assessment also contribute to the learning process. When

teachers require pupils to think about what they are learning,

how they learn and how well they are progressing, they develop

skills which make them more independent and critical pupils.

Activities for Assessments in Performance – Based Learning

According to the ThoughtCo Advertisement, the following are

the various activities that allow the teachers to clearly meet

the standard events in Performance – Based Learning and

Assessments.

Presentations

One easy way to have students complete a performance-based

activity is to have them do a presentation or report of some

kind. This activity could be done by students, which takes time,

or in collaborative groups.

The basis for the presentation may be one of the following:

providing information; teaching a skill; reporting progress; and

persuading others. Students may choose to add in visual aids or a

PowerPoint presentation or Google Slides to help illustrate

elements in their speech. Presentations work well across the

curriculum as long as there is a clear set of expectations for

students to work with from the beginning.

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Portfolios

Student portfolios can include items that students have

created and collected over a period. Art portfolios are for

students who want to apply to art programs in college. Another

example is when students create a portfolio of their written work

that shows how they have progressed from the beginning to the end

of class. The writing in a portfolio can be from any discipline

or a combination of disciplines.

Some teachers have students select those items they feel

represents their best work to be included in a portfolio. The

benefit of an activity like this is that it is something that

grows over time and is therefore not just completed and

forgotten. A portfolio can provide students with a lasting

selection of artifacts that they can use later in their academic

career.

Reflections may be included in student portfolios in which

students may make a note of their growth based on the materials

in the portfolio.

Performances

Dramatic performances are one kind of collaborative

activities that can be used as a performance-based assessment.

Students can create, perform, and/or provide a critical response.

Examples include dance, recital, dramatic enactment. There may be

prose or poetry interpretation.

This form of performance-based assessment can take time, so

there must be a clear pacing guide. Students must be provided

time to address the demands of the activity; resources must be

readily available and meet all safety standards. Students should

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have opportunities to draft stage work and practice. Developing

the criteria and the rubric and sharing these with students

before evaluating a dramatic performance is critical before

assessing student effort.

Projects

Projects are commonly used by teachers as performance -

based activities. They can include everything from research

papers to artistic representations of information learned.

Projects may require students to apply their knowledge and skills

while completing the assigned task. Projects can be aligned with

the higher levels of creativity, analysis, and synthesis.

Students might be asked to complete reports, diagrams, and

maps. Teachers can also choose to have students work individually

or in groups. Journals may be part of a performance-based

assessment. Journals can be used to record student reflections.

Teachers may require students to complete journal entries. Some

teachers may use journals as a way to record participation.

Exhibits and Fairs

Teachers can expand the idea of performance - based

activities by creating exhibits or fairs for students to display

their work. Examples include things like history fairs to art

exhibitions. Students work on a product or item that will be

publicly exhibited.

Exhibitions show in-depth learning and may include feedback

from viewers. In some cases, students might be required to

explain or defend their work to those attending the exhibition.

Some fairs like science fairs could include the possibility of

prizes and awards.

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Debates

A debate in the classroom is one form of performance - based

learning that teaches students about varied viewpoints and

opinions. Skills associated with debate include research, media

and argument literacy, reading comprehension, evidence

evaluation, and public speaking, and civic skills.

There are many different formats for debate. One is the

fishbowl debate in which a handful of students to come in a half-

circle facing the other students and debate a topic. The rest of

the classmates may pose questions to the panel.

Another form is a mock trial where teams representing the

prosecution and defense take on the roles of attorneys and

witnesses. A judge, or judging panel, oversees the courtroom

presentation. Middle school and high schools can use debates in

the classroom, with increased levels of sophistication by grade

level.

Student’s Academic Ability

According to Phil Schlecty, students who understand the

lesson tend to be more engaged and show different characteristics

such as they are attracted to do work, persist in the work

despite challenges and obstacles, and take visible delight in

accomplishing their work.

CONCEPTUAL FRAMEWORK

There are various principles that can make teaching and

learning process effective. The way the teacher apply his/her

teachings is one of the most crucial elements in the teaching and

learning process – one can be known as Performance – based

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leaarning. In the above related literatures, there are six

activities which may be included in performance-based learning.

These are presentations, portfolios, performances, projects,

exhibits & fairs and debates. Although there is no best strategy

in engaging all the learners to learn, there is still a way in

order for them to have a meaningful understanding to the lesson -

and it is only the teacher alone who knows what is the most

appropriate for their learners and how to execute it effectively.

In the teaching field, it is a perception that if the

teacher is a great artist in employing the desired activities

then students’ performance will surely reach the peak of their

learning. Yet without considering the conceptual aspect of the

teacher, everything will be futile.

INDEPENDENT DEPENDENT

Performance – based
Learning

 Presentations Students’ Academic

 Performances Ability
 Portfolios
 Projects
 Exhibits & Fairs
 Debates

Figure 1. Research Paradigm

STATEMENT OF THE PROBLEM

This study will be conducted to determine the Performance –

Based Learning implemented on the senior high school teacher’s

teaching and learning process of Linao National High School.

Specifically, this study ought to answer the following:

1. How adequate are the following activities of performance –

based learning being implemented by the teachers in teaching

for the school year 2018 - 2019:

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 a. Presentations

b. Portfolios

c. Performances

d. Projects

e. Exhibits & Fairs

f. Debates

2. To what extent do teachers implement the performance – based

Learning in teaching their lessons and in assessing their

students?

3. What is the academic ability of the students?

4. Is there a relationship between the adequacy of the

implemented activities in performance – based Learning and

student’s academic ability in terms of:

a. Presentations

b. Portfolios

c. Performances

d. Projects

e. Exhibits & Fairs

f. Debates

5. Is there a relationship between the extent of the teacher’s

implementation of Performance – based Learning in teaching

and the student’s academic ability?

HYPOTHESIS

It is theorized in this study that:

1. There is no significant relationship between the adequacy of

the presentation activity implemented by the teachers and

the student’s academic ability.

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 2. There is no significant relationship between the adequacy of

the portfolios activity implemented by the teachers and the

student’s academic ability.

3. There is no significant relationship between the adequacy of

the performance activity implemented by the teachers and the

student’s academic ability.

4. There is no significant relationship between the adequacy of

the projects activity implemented by the teachers and the

student’s academic ability.

5. There is no significant relationship between the adequacy of

the exhibits & fairs activity implemented by the teachers

and the student’s academic ability.

6. There is no significant relationship between the adequacy of

the debates activity implemented by the teachers and the

student’s academic ability.

7. There is no significant relationship between the extent of

the teacher’s implementation of performance – based learning

in teaching and the student’s academic ability.

SIGNIFICANCE OF THE STUDY

The study will provide information about the Performance -

based Learning and Assessments. Specifically, its relationship to

student’s academic ability in terms of the application of

presentations, portfolios, performance, projects, exhibits &

fairs, and debates activities.

The study is useful to teachers for it will help and guide

teachers in assessing their students. It also provides data that

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can lead to the improvement of the teachers’ strategy that would

lead to the enhancement of the student-teachers discussion. On

the other hand, there is a need for the teachers to understand

the proper use of these activities deeply so that they can help

students gain literacy, developed (knowledge) understanding of

new information and give them opportunity to learn how to inquire

and discover new information. It is also helpful to the students

so that they can understand the lesson with less difficulty and

as a result, the learning intake will be positive. In the part of

curriculum designer, it will be beneficial with the intention

that they will be informed of the things that Performance – based

learning provides; in that case it can somehow affect the

curriculum development. In the administrators, it provides

insights on what trainings and seminars are conducted to enhance

the capability of teachers in adapting appropriate teaching

classroom activities and practices in order to promote maximum

learning among students in the class. Lastly, it will open the

ideas of the writers to publish a book on the importance of

Performance – based Learning and Assessment for every teacher in

order to have an effective learning impartation and to develop

books which are activity - oriented and use non-traditional

assessment procedures in their exercises.

SCOPE AND DELIMITATION

The study will focus on the Performance – based Learning and

Assessment of teachers and its relationship to student’s academic

ability at Linao National High School – Tuguegarao City for the

School Year 2018 – 2019. The respondents of this study will be

Grade 12 Teachers and their respective class.

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 The Performance – based Activities of the teachers and the

academic ability of the students will be document.

DEFINITION OF TERMS

Performance – Based Learning and Assessment – refers to the

overall average rank of the activities implemented by the teacher

which breakdown as follows: implementation of presentation

activity, portfolios activity, performance activity, projects

activity, exhibits & fairs activity, and debates activity.

Academic Ability – refers to the weighted mean of the students’

performance in all subjects for the School Year 2018 – 2019.

Adequacy – refers to the number of times the different activities

in performance – based learning being implemented by the teacher.

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 CHAPTER 2
RESEARCH METHODOLOGY

RESEARCH DESIGN

Researcher will use a mix method type of research --

descriptive and correlational research design.

SUBJECTS OF THE STUDY

The subjects of this study will be a total enumeration of

teachers teaching Grade 12 subjects and their respective students

in Linao National High School – Tuguegarao City for the School

Year 2018 – 2019.

DATA GATHERING INSTRUMENT

Researcher will use the constructed checklist questionnaire

to determine the teaching activities in Performance – based

Learning and Assessment employed by the teacher; actual classroom

observation in order for the researcher to observe and analyze

teachers’ teaching behavior which gives information about the

teachers’ concepts of teaching as well as teachers’ pedagogy in

assessment procedures; and constructed interview questionnaire to

validate the thought and themes which emerged from data collected

from checklist questionnaire and classroom observations.

DATA GATHERING PROCEDURE

Researcher will first develop the instrument to be use for

data gathering, these include checklist questionnaire, classroom

observation checklist, and interview questionnaires. After which,

the researcher will conduct and float the prepared instruments to

the Grade 12 teachers of Linao National High School – Tuguegarao

City. Consequently, results will be note for analysis.

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METHOD OF ANALYSIS AND STATISTICAL TOOLS

The data of the study will be tabulate, analyze and describe

using the following statistical tools:

a. Frequency Count and Rank – will be used to determine the

teaching activities in performance – based learning of the

teachers, and the extent of the implementation of performance

– based learning in the teacher’s assessment.

b. Weighted mean – will use in the analysis of the academic

ability of respective students of Grade 12 teachers.

c. Spearman Rank Correlation – will be used to measure the degree

of relationship between the adequacy of teachers’ implemented

activities in performance – based learning and the academic

ability of the students; and between the extent of

implementation of the performance – based learning and the

academic ability of the students.

d. T-Test Statistic – will be used to determine whether there is

a significant relationship between the two variables (the

adequacy of teachers’ implemented presentation activity and

academic ability of the students; the adequacy of teachers’

implemented portfolios activity and academic ability of the

students; the adequacy of teachers’ implemented performance

activity and academic ability of the students; the adequacy of

teachers’ implemented projects activity and academic ability

of the students; the adequacy of teachers’ implemented

exhibits & fairs activity and academic ability of the

students; the adequacy of teachers’ implemented debates

activity and academic ability of the students; and the extent

of implementation of the performance – based learning and

assessment and the academic ability of the students.

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 Researcher will use 0.05 level of significance to test the

correlation.

e. Scale in describing the computed correlated value

Scale Description
.90 and above Very High
.70 - .89 High
.50 - .69 Fair
.30 - .49 Low
.29 and below Very Low
f. Scale for describing the computed value for the adequacy of

the implementation of performance – based learning

Scale Description
100 % Very Adequate
85% - 99% Adequate
70% - 84% Moderately Adequate
1% - 69% Inadequate
0% Very Inadequate

http://cms.education.gov.il/NR/rdonlyres/B8B6C46B-36AA-497A-9FE7-

4F34D8E7FE2A/30971/epages1227.doc.

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