Deped Order No.8, s. 2015, entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (Kto12), recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring the learners’ varying abilities and learning potentials, and the role of learners as co–participants in the assessment process.
The assessment of science learning had been traditionally done through written tests and performing experiments but with the introduction of the Kto12 program now in its second year of implementation, there are also new ways of assessing learning outcomes which are more effective and offer lasting learning for students.
One of the effective methods is performance-based tasks for students to make a presentation providing information on a given topic. The students can be grouped according to their chosen method of presentation such as comic sketch, jingle or song, newscasting, poster and slogan, and poem. The presentation of each group is rated according to a rubric which includes purpose, creativity, organization, and oral presentation.
Given the freedom to choose their method of presentation, the students have a greater chance ofperforming better since they can demonstrate their learning using the method where they excel and are interested in, and which they enjoy, too. This approach helps achieve the purpose of performance task with the opportunity for students to show and integrate their knowledge, understanding, and skills on lessons learned. Students are given freedom to demonstrate learning in appropriate and diverse ways.
Science teachers observed that with the use of such methods, there is increased student participation and greater chances for improved performance. Each student’s talent is further enhanced as it is used for their science presentation.
In an interview, a group of grade 9 students said that they favor the performance-based tasks since these will allow them to show their talents, share their learnings with their classmates and the topics are better understood. “The score will be higher,” added one student.
Melody Loyosen, a grade 10 student at La Trinidad National High School, La Trinidad, Benguet, mentioned that although she prefers written works, she has seen the advantages of performance-based tasks such as helping students to socialize more since they will interact with others; improving or enhancing learners’ skills; forming new ideas as the tasks would require the learners to be creative and finish tasks on time; decongesting written works, and gaining more self-confidence.
Other performance–based tasks for science include debates, designing and implementation of action plans, designing various models, doing scientific investigations, issue–awareness campaigns, laboratory activity, multimedia presentations, simulation, skills demonstration, and verification experiments.
By Janet S. Cabael
