Administered Performance Tasks in The Implementation of The Classroom Assessment Reform in Philippine Public Education
Administered Performance Tasks in The Implementation of The Classroom Assessment Reform in Philippine Public Education
Administered Performance Tasks in The Implementation of The Classroom Assessment Reform in Philippine Public Education
Literary Review
The shift to performance and standards-based grading from the traditional standardized
testing has been reinforced more greatly in pursuance of the Deped Order No. 8, s,. 2015,
otherwise known, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
compared to the previously rescinded KPUP grading system (Deped, 2012), aims to provide
appropriate performance assessments that will enable learners to transfer their knowledge,
understanding, and skills “successfully in future situations” (Deped, 2015), as what are also
In Thailand, Hallinger & Lee (2013) explored the “principal capacity to lead reform of
teaching and learning quality,” and when the country “passed a national educational law that
paved way for major reforms in teaching, the implementation progress has been slow, uneven,
Similarly when the Philippine government educational standards were revised due to the
“shift from industrial to knowledge economy, Plata (2010) “analyzed the alignment of standards
in the English curriculum” and the “authentic of the assessment tasks” and found out that “most
of the standards targeted literature rather than language use” and “only few performance tasks
were related to authentic use of language” in contrary to what Richards (2006) recommended
proficiency, the pilot study of Ernst & Glennie (2015) indicated that “approximately 48 percent
subsequently, Potter, Ernst & Glennie (2017) concluded that as “performance tasks became more
In an exploration into the assessment reform policy and its implementation in the
Philippine public secondary education, Plata (2007) uncovered that there might have been other
factors that “led to the limited implementation of the assessment reform” by participating
English teachers from rural and urban public schools in this study whose “data collection started
in 2003 up to 2007.” With the Enhanced Basic Education Act of 2013, more commonly known
as the K to 12, a reform in assessment in pursuance of its DepEd Order 73 mandated that “all
performance/product).
The new policy was then analyzed using the Grading for Learning Framework by
O’Connor (2012) and the Common European Framework of Reference for Language. The results
of the study on KPUP and SBG by Plata (2015) showed that “there were inconsistencies of terms
used,” and the conducted survey revealed “teachers did not share a common understanding of the
The guidelines given in this DO 73, s. 2012 were immediately rescinded by the currently-
implemented Department Order No. 8, s. 2015, only after a couple of years, wherein the KPUP
grading components were replaced by only 3 major classifications/components, namely written
works (WW), 1 quarterly assessment (QA), and performance tasks (PT). With the performance
tasks weighing as much as 50%, e.g. in language subjects as English, the quality and authenticity
Saefurrohman (2016) found that “Filipino junior high school English teachers made and
prepared their own assessments” as compared to Indonesian junior high school English teachers
who only “used items from published textbooks.” Nonetheless, the nature, effectiveness,
alignment with the standards, and authenticity of these self-made tasks, which might have been
recommendation of Plata (2016) in her policy analysis of the outstanding classroom assessment
policy, this investigation into the administration of performance tasks aims to “contribute to the
discussion by surveying how teachers” personally see and “implement CAR” in their classrooms,
and the findings of this present study can be helpful in addressing the teachers and
administrators’ needs to implement the program more effectively, especially in public schools.
Although analyses of the documents were already made, the implementation, especially
by DepEd school teachers, is yet to be described and monitored, and no recent study has focused
yet on the nature of administered performance tasks, the frequency or number per quarter,
authenticity, gradual release of support from guided to independent transfer, and their alignment
with prescribed standards, which will be possible to determine by surveying the teachers about
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