Burauen Community College Learning Activity Guides

LGU Compound, Burauen, Leyte August to December 2020

First Semester, SY 2020- 2021

Module 7: Performance Task

Prepared by:
Emmanuelle Blien C. Borines, LPT
Romelio C. Marbibi, LPT

Learning Objectives:
At the end of the discussion, the following learning objectives will be attained by the students with at least 75% accuracy:
1. The students will be able to discuss and explain the general characteristics of a performance task.
2. The students will be able to determine and integrate the importance of performance tasks.
3. The students will be able to use the scoring rubrics as a guide in doing their performance task.

Direct Course Instruction:

What is a Performance Task?

According to Mctighe, J. (2015), a performance task is any learning activity or assessment that asks students to
perform to demonstrate their knowledge, understanding, and proficiency. Performance tasks produce a tangible
product and/or performance that provide evidence of learning. Not like a selected-response item (e.g., multiple-choice
or matching) that asks students to select from given choices, a performance task presents a situation that calls for
students to apply their learning in context.
According to Smarter Balanced, performance tasks are extended activities that measure a student’s ability to
integrate knowledge and skills across multiple standards—a key component of college and career readiness.
Performance tasks will be used to better measure capacities such as depth of understanding, research skills, and complex
analysis, which cannot be adequately assessed with selected- or constructed-response items.
In addition, performance tasks are regularly used in certain disciplines, such as visual and performing arts,
physical education, and career-technology where performance is the natural focus of instruction. The tasks call for
understanding and transfer, not simply recall or standard response.

Characteristics of Performance Tasks

Though any performance by a student might be considered a performance task (e.g., tying a shoe or drawing a
picture), it is useful to distinguish between the application of specific and separate skills (e.g., dribbling a basketball) from
genuine performance in context (e.g., playing the game of basketball in which dribbling is one of many applied skills).
Therefore, when we use the term performance tasks, we are referring to more complex and authentic performances.
In addition, a performance task asks students to perform with their knowledge. Accordingly, they are well suited
to those educational goals that call for the application of learning. Also, performance tasks are naturally aligned with
trans-disciplinary outcomes, such as the 21st Century Skills of Critical Thinking, Cooperation, Communication, and
Creativity. Moreover, students show evidence of their understanding when they can effectively do two things such as
apply their learning to new or unfamiliar contexts; (for example, they can transfer their learning) and explain their process
as well as their answers.
According to Mctighe, J. (2015), there are seven general characteristics of performance tasks:
1. Performance tasks call for the application of knowledge and skills, not just recall or recognition.
In other words, students must actually use their learning to perform. These tasks typically produce a tangible
or touchable product (for example, graphic display, blog post) or performance (for example., oral presentation, debate)
that serve as evidence of understanding and proficiency.
2. Performance tasks are open-ended and usually do not produce a single, correct answer.
Unlike selected- or brief constructed- response items that seek a “right” answer, performance tasks are open-
ended. As a result, there can be different responses to the task that still meet success criteria. These tasks are also open
in terms of process; i.e., there is typically not a single way of accomplishing the task.
3. Performance tasks establish novel and authentic contexts for performance.
These tasks present realistic conditions and limitations for students to navigate. For example, a mathematics
task would present students with a never-before-seen problem that cannot be solved by simply “plugging in” numbers
into a memorized algorithm. In an authentic task, students need to consider goals, audience, obstacles, and options to
achieve a successful product or performance. Authentic tasks have a side benefit — they convey purpose and relevance
to students, helping learners see a reason for putting forth effort in preparing for them.
4. Performance tasks provide evidence of understanding via transfer.
Understanding is revealed when students can transfer their learning to new and “messy” situations. Note that
not all performances require a transfer. For example, playing a musical instrument by following the notes or conducting
a step-by-step science lab requires a minimal transfer. In contrast, rich performance tasks are open-ended and call
“higher-order thinking” and the thoughtful application of knowledge and skills in context, rather than a scripted or
formulaic performance.
5. Performance tasks are multi-faceted.
Unlike traditional test “items” that typically assess a single skill or fact, performance tasks are more complex.
They involve multiple steps and thus can be used to assess several standards or outcomes.
6. Performance tasks can integrate two or more subjects as well as 21st century skills.

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 Burauen Community College Learning Activity Guides
LGU Compound, Burauen, Leyte August to December 2020
First Semester, SY 2020- 2021

Although performance tasks can certainly be content-specific (e.g., mathematics, science, social studies), they
also provide a vehicle for integrating two or more subjects and/or weaving in 21st-century skills and Habits of Mind.
One natural way of integrating subjects is to include a reading, research, and/or communication component (e.g.,
writing, graphics, oral or technology presentation) to tasks in content areas like social studies, science, health, business,
health/physical education. Such tasks encourage students to see meaningful learning as integrated, rather than
something that occurs in isolated subjects and segments.
7. Performances on open-ended tasks are evaluated with established criteria and rubrics.
Since these tasks do not produce a single answer, student products and performances should be judged against
appropriate criteria aligned to the goals being assessed. Clearly defined and aligned criteria enable defensible,
judgment-based evaluation. More detailed scoring rubrics, based on criteria, are used to profile varying levels of
understanding and proficiency.
Note: Unlike other academic subjects wherein written outputs are required like quizzes, notes, and written exams,
Physical Education needs Performance-Based assessment. These assessments are measured or graded through rubrics
to accurately grade the activities. We have here holistic rubrics that guide the teachers and also guide the students on
how they will be graded based on their performance.

Example of Performance Tasks in Physical Education

1. Make a short exercise video (endurance exercises) that demonstrates the Exercise Variables and Principles.
2. Choose one of the fitness tests given, state its benefits to the body, advantages and disadvantages and execute
it together with a pair.
a. Push-ups
b. Sit-ups
c. 2km run
3. Demonstrate the basic skills in serving. Be guided by the Rubrics given below.

Indicators for Performance Task Rubrics for Physical Education Activities

• Effort – is a vigorous or determined attempt to do something to achieve the goals that you have set. This
also means the conscious exertion of power. In doing performance tasks, it is important that the teachers see
the effort that you have exerted for that task to be a success.
• Uses proper form or technique – there are many things to take into consideration especially in physical
education wherein you also have to think of techniques to make the activity easier and at the same time still
promote safety. Proper form is how you can make more movements throughout the course of the activity.
The better the form and technique, the better the results.
• On task, in correct area, and works cooperatively with other students – before proceeding to do any
activity, it is important that you know the guidelines, or the instruction given for that activity. Follow
instructions, deliver what is being asked. Working cooperatively with other group members is important as
this greatly affects performance. During a performance, task cooperation is a big help to achieve the goals
you have set.
• Technical Skills – this refers to the knowledge and expertise needed to accomplish the task or activity as a
group. This goes along with the effort you have put for the success of the activity.
• Work Ethic – work ethic is based on the good habits of the group/ student such as staying motivated,
focusing, and finishing the task given.

Performance Task Rubric for Physical Education Activities

Performance Area Excellent (21 to 30 points)
Effort Student puts forth 100% of
their best effort in each
task/ activity.
Good (11 to 20 points)
Student portrays good
effort, but does not put
forth their best effort at
each task/activity.
Needs Improvement (1 to 10
points)
Students does not put forth
their best effort during any of
the task/ activity.

Uses proper form or Student uses proper form
technique and technique to achieve
excellent results on the task
given.
Student inconsistently
uses proper form and
technique to achieve
results on the task
given.
Student does not use proper
form and technique to
achieve results on the task
given.

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LGU Compound, Burauen, Leyte August to December 2020
First Semester, SY 2020- 2021

On task, in correct Student is on task, in the
area, and works correct area, following the
cooperatively with rules, and working well
other students. with other students during
the activity.
Student is not Student is not on task, in the
consistently on task, in correct area, following rules,
the correct area, or not working well with
following rules, and other students during the
working well with other activity.
students during the
activity.

Technical Skills Task is performed with
great attention to the
instruction and criteria and
has full knowledge on the
subject matter.
Task is performed with Task is performed with little
most attention to the attentions and needs
instruction and criteria constant reminders on the
and has full knowledge instruction given. The
on the subject matter. student is not very focused
or concentrated to the
activity.

Work Ethic The students are totally
motivated to participate in
the activity, always focused
on the task and encourages
others to remain on task.
Approaches the task Shows little enthusiasm for
with a positive attitude. the task. Did not focus and
Can stay focused and follow instructions and is
follow instructions fairly easily distracted.
well.

Example of Performance Task in Martial Arts

1. Perform the forward stance. In this activity, the students will perform the basic forward stance technique. He
shall execute, check and correct his hand and leg movements.
a. Forward stance
b. Forward stance with middle punch
c. Forward stance with reverse middle punch
d. Forward stance with 5 consecutive punches middle punches
e. Forward stance with 10 consecutive punches middle punches
f. Forward stance with downward block
g. Forward stance with double arms middle block

2. Perform back stance. In this activity, the students will perform the basic back stance technique. He shall
execute, check and correct his hand and leg movements.
a. Back stance
b. Back stance with single knifehand block
c. Back stance with knifehand middle block
d. Back stance with knifehand neck strike
e. Back stance blocks (moving forward and backward repeat 10 times)

3. Perform the back and forward stance with a partner. One of you should choose who shall perform the attacker
while the other one shall perform the defender. Both shall perform the technique by counting “one, two, and
three”. Both shall exercise caution and must count and execute in unison. This movement is called pre-
arranged sparring since the movements are guided and controlled. In addition, this activity will improve the
precision and timing of the students.
a. Attacker (the one who performs the punching technique)
The attacker will execute a left forward stance with left low block then shout. As he moves his right
foot forward, he shall start counting “one”. He will repeat the same technique until count “three”.
b. Defender (the one who performs the blocking technique)
The defender will execute a left back stance with left knifehand block while counting “one”. He will
block the punching hand of the attacker and continue to count to “three”.
After the count “three”, they must switch positions. The attacker will become the defender while the
defender will become the attacker. They will repeat the movements five times each side.

Indicators of Performance Task Rubrics for Martial Arts

• Accuracy in Individual Movement- the students perform movements according to the standard of World
Taekwondo.
• Balance – a reflex action to prevent falling and injury.
• Control of Speed and Power – An appropriate connection between actions and changes of speed. Control of
power means strongest power shown at the most critical moment of the movement through speed and
softness.

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LGU Compound, Burauen, Leyte August to December 2020
First Semester, SY 2020- 2021

• Expression of Energy - actions are presented with quality and dignity that come from mastering of the
energy.

Performance Task Rubric for Martial Arts

Performance Area Excellent (21 to 30 points)
Accuracy in Individual The student performs
Movement movements in accordance
with the standard of
taekwondo.
Balance The student maintains his
balance as he/she performs
the techniques.
Control of Speed and The student performs
Power control of power at the
most critical movement
through speed and
softness.
Expression of Energy The student performs with
confidence, eye focus,
concentration and
sharpness in his
movements.
Good (11 to 20 points)
The student performs
movements in accordance
with the standard of
taekwondo but with minor
mistakes.
The student loses balance
which causes one foot or
both feet to step
unnecessarily.
The student performs too
much or exaggerated which
makes the movement look
stiff.
The student performs with
less confidence, eye focus,
concentration and
sharpness in his
movements.
Needs Improvement (1 to
10 points)
The student performs
movements not according
to the standard of
taekwondo.
The student falls down
caused by the loss of
balance.
The student does not
show power in all of his
movements.
The student’s actions are
presented without quality
and dignity, and
confidence and eye focus
are expressed poorly.

References
Hong, S. C. (n.d.). Philippine taekwondo association: Instructor manual. n.p.
Mctighe, J. (2015). What is a performance task.Defined Learning. Retrieved from
https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b
Mctighe, J. (2015). How Can Educators Design Authentic Performance Tasks? (Part 3). Defined LearningRetrieved from
https://blog.performancetask.com/how-can-educators-design-authentic-performance-tasks-part-3-
5817561ae422
Philippine Taekwondo Association. (n.d.). Taekwondo poomsae technical manual. n.p.
Rubrics. Teacher Jet. Retrieved from http://www.teacherjet.com/perubrics.html
Smarter Balanced. Retrieved from
https://ir.nevada.edu/documents/ccss/Smarter_Balanced_Sample_Items_FAQ.pdf
Smarter Balanced. Retrieved from
https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/160/SBAC/SB_PerfTasks_guida
nce.pdf

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 Burauen Community College Learning Activity Guides
LGU Compound, Burauen, Leyte August to December 2020
First Semester, SY 2020- 2021

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