Lesson 4: Developing Performance Tasks
LEARNING ACTIVITIES/EXERCISE
I. Situation: The president of your school’s PTA has asked you to tell him why so many of your
school’s teachers are now assessing students with performance tests instead of the more
traditional paper-and-pencil tests. How would you respond to the president of the association?
= As a responsible teacher, it is my work to discuss or explain to the parents abou t the activities in the
school. As for the case of the School’s PTA President, I would explain to him how we are
now following the new curriculum and it includes authentic assessments. Authentic
assessments are like real-world challenges that students need to tackle. Instead of just
answering questions on paper, they might be asked to solve a real problem, complete a
project, or demonstrate a skill. These assessments mirror the tasks and situations students
may encounter outside of the classroom, helping to assess their ability to apply what they
have learned in meaningful ways. In this way, I will not just be able to let him have
knowledge or ideas about how beneficial performance-based is to students as it lets them
see or solve problems in a real-world context. But still, we should also not degrade the
traditional assessments since they will still be of great value to the classroom.
II. Read the following statements carefully. Identify the word or group of words being defined or
described.
1. It is a scoring guide used to evaluate the quality of students' constructed responses.
= rubrics
2. It is a two-dimensional rubric with levels of performance as columns and the criteria as rows.
=analytics rubric
3. These are the characteristics to determine the quality of a task.
=Characteristics of a Good Task
4. It is an assessment in which students are asked to demonstrate their knowledge, understanding
and proficiency, with tangible performance or product as evidence of learning.
=Differentiated Assessment
5. These are statements of expected achievement at each level of performance for a particular
criterion in a rubric.
= Indicators
6. These are the points on a scale defining degrees of quality of a student’s response.
=Scores
7. It is a model advocated for by Grant Wiggins and Jay McTighe to guide teachers in designing
authentic performance assessment.
=GRASPS
8. It involves teachers considering different types of assessment strategies and ways students can
demonstrate their understanding to cater for different learning needs, interests and abilities.
= Performance Assessment
9. It is a one-dimensional rubric used to assess students’ overall achievement on a task or activity
based on predefined achievement levels.
= Holistic Rubrics
10. These are the three (3) stages of developing a performance task.
=Planning, Developing, and Use
PRACTICE TASK/ASSESSMENT
Direction: Using the K-12 Curriculum Guide, choose a standard/competency. Based on the
standard/competency, create a performance task using the GRASPS model. Do not forget to include a
scoring rubric for the task.
Standard: The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
Constructing a Task Scenario (G.R.A.S.P.S.) Consider the following set of stem statements as you
construct a scenario for a performance task. Refer to the previous idea sheets to help you brainstorm
possible scenarios. (Note: These are idea starters. Resist the urge to fill in all of the blanks.)
Goal:
The goal is for the learner to showcase communicative competence by demonstrating an
understanding of literature and other text types, fostering a deeper appreciation of Philippine
culture and cultures from other countries.
Role:
The learner will assume the role of a cultural ambassador or literary critic.
Audience:
The audience will be a diverse group of individuals, including peers, educators, and individuals
from different cultural backgrounds.
Situation:
In order to improve their comprehension of literature and other text kinds, the learner will take
part in a variety of reading, analyzing, and interpreting activities. They will also take part in
debates, speeches, or artistic endeavors that foster intercultural understanding and appreciation.
Product/Performance and Purpose:
To demonstrate their comprehension and awe of literature and text forms, the student will
produce a multimedia presentation, an essay, a blog, or any other form of communication. They
can pick certain books or texts from other nations to contrast and compare, emphasizing the
cultural aspects and their importance.
Standards & Criteria for Success:
Your performance needs to follow the given rubrics and follow each given criterion by the
Teacher.
Your work will be judged by the audience and the Teacher/Instructor.
ASSIGNMENT
Direction: Refer to the rubric you have made from Module 1, Lesson 2, Practice Task section. Evaluate
the rubric for each criterion on the Rubric for Rubrics. Note any areas needing improvement and
suggestions for revision. Revise the rubric so that it meets all applicable standards of quality as described
in the Rubric for Rubrics. Revised rubric will be evaluated by the teacher still using the Rubric for
Rubrics with Strong = 5 pts., Medium = 3 pts, and Weak = 1 pt.
CRITERIA EXCELLENT GOOD FAIR POOR
8 6 4 2
Accuracy and The infographic The infographic The infographic The infographic lacks
Completeness provides accurate and provides some provides a few accurate and
comprehensive accurate and accurate and comprehensive
information about the comprehensive comprehensive information about the
selected natural information about information about the selected natural resources
resources of Asia. the selected natural selected natural of Asia.
resources of Asia. resources of Asia.
Visual Appeal and The infographic is The infographic is The infographic is The infographic is not
Organization visually appealing, well- somehow visually visually appealing, visually appealing, not
organized, and appealing, well- well-organized, and well-organized, and do
effectively presents organized, and effectively presents not effectively presents
information using effectively presents information using information using
appropriate design information using appropriate design appropriate design
elements. appropriate design elements. elements.
elements.
Creativity and The infographic The infographic The infographic shows The infographic lacks
Originality showcases creativity shows good some creativity and creativity and originality
and originality in creativity and originality in design, in design, layout, or
design, layout, and originality in layout, or presentation presentation of
presentation of design, layout, and of information. information.
information. presentation of
information.
Content and The infographic The infographic The infographic The infographic lacks
Information Quality demonstrates a clear demonstrates a demonstrates some understanding of the
understanding of the good understanding understanding of the natural resources, does
natural resources, of the natural natural resources, not highlight their
highlighting their resources, somehow highlighting significance, uses, and
significance, uses, and highlighting their their significance, environmental concerns.
environmental concerns. significance, uses, uses, and
and environmental environmental
concerns. concerns.
Reflection: Review the learning outcomes for the lessons 1 & 2 of this module and select one or more
that represented new learning for you or struck you as most significant. Write a short reflection that
captures your current understanding.
