Implementing the Curriculum Guide:

Determining the Performance Task

Adapted from
Dr. Mike Rapatan (2016)
DLSU-Manila
Objectives
❏ Explain the goal of a performance
task
❏ Identify the process of designing
a standards-based performance task
❏ Design a unit performance task
Senior High School STandards: Learning by Doing
Content Standard: Performance Standard
Benchmark of Knowledge and Skills Benchmark of Transfer of Learning

❏ what students are expected to ❏ The expected proficiency level

know (knowledge: facts and that students should be able to
information) use their learning or
❏ what they should be able to do understanding in real-life
(process or skills) with what situations
they know ❏ The expected proficiency level
❏ the meanings or understandings that students should be able to
that they construct or make as do this on their own
they process the facts and
information
Senior High School Assessment: Learning by Doing
Quarterly Assessments Written Works
1. Measures student learning 1. Ensures that students are
at the end of the quarter. Quarterly able to express learned
2. This may be in the form of Assessments skills and concepts in
objective tests, written form.
performance- based 2. May include essays, written
assessments or a report, long quizzes, and
combination thereof. other written output.

Performance Tasks
1. Allows learners to show what they know and are able to do in
diverse ways.
2. Learners may create or innovate products or do performance-based
tasks.
3. Written output may also be considered as performance tasks.
Senior High School Assessment: Learning by Doing
Academic Track TVL/Sports/Arts &Design Track

Work
Quarterly
Immersion/
Assessments Work
Research/
Immersion/
All Other Business All Other
Research/
Subjects Enterprise Subjects
Exhibit
Simulation/
Performance
Exhibit
Performance

WW 25% 35% 20%

PT 45% 40% 60%

QA 30% 25% 20%
Acquire Make Meaning Transfer

Show Plan
Campaign
Demonstrate Revise
Prepare
Improve Convert
Promote
Firm Up Deepen Design Transfer Compose
Remedy
Create Devise
Portray
Invent Propose
Interpret
Simulate Recommend
Innovate
 Application vs. Transfer
❏ Involves practice ❏ Involves both
❏ Not always practice and
responding to real designing a
world situations relevant response
to real world
concerns for a
particular
audience.
 The Performance Task
The students’ application of knowledge and skills to
a new situation to yield tangible products and
performances that serve as evidence of learning.
(Adapted from McTighe, J. & Wiggins, G., 2012)
The Performance Task Design Process
Doing The Performance Task Design Process
Performance Standard
The learner should be able to
demonstrate a capacity for a
critical and analytical reflection
from the perspective of a holistic
and profound vision of life.
(DepEd, “Overall Standard for Grade
12,” SHS Philosophy Curriculum Guide)
Doing The Performance Task Design Process
Transfer Goals (Adapted from McTighe, J., 2014)

[Link] are long-term in nature

[Link] are performance based
[Link] occurs in new situations
[Link] requires thoughtful assessment
[Link] must apply their learning
autonomously on their own
[Link] calls for the use of habits of
mind
 Performance Standard & Transfer Goal
The learner should be The learner will be
able to demonstrate a able to use their
capacity for a critical
learning
and analytical
independently to
reflection from the
perspective of a reflect on the
holistic and profound meaning of life when
vision of life. making life choices.
Doing The Performance Task Design Process
Performance Assessment: GRASPS
Real-world Goal Provide a
statement of the
task.

Establish the
goal, problem,
challenge, or
obstacle in the
task.
Constructing a Performance Task Scenario
Goal
● Your task is _________________________________________.
● Your goal is _________________________________________.
● The problem or challenge is __________________________.
● The obstacle to overcome is __________________________.
Performance Assessment: GRASPS
Real-world Goal Define the role
of the students
Real-world Role
in the task.

State the job of

the students for
the task.
Constructing a Performance Task Scenario
Role
● You are ______________________________________________.
● You have been asked to _______________________________.
● Your job is __________________________________________.
Performance Assessment: GRASPS
Real-world Goal Identify the
target audience
Real-world Role
within the context
Real-world Audience of the scenario.

Example audiences
might include a
client or
committee.
Constructing a Performance Task Scenario
Audience
● Your clients are _____________________________________.
● The target audience is _______________________________.
● You need to convince _________________________________.
Performance Assessment: GRASPS
Real-world Goal Set the context
of the scenario.
Real-world Role
Real-world Audience Explain the
situation.
Real-world Situation
Constructing a Performance Task Scenario
Situation
● The context you find yourself in is __________________.
● The challenge involves dealing with __________________.
Performance Assessment: GRASPS
Real-world Goal Clarify what the
students will
Real-world Role
create and why
Real-world Audience they will create
Real-world Situation it.
Real-world Products or Performances
Constructing a Performance Task Scenario
Product, Performance, & Purpose
● You will create a _____________ in order to __________.
● You need to develop ___________ so that ______________.
Performance Assessment: GRASPS
Provide students with
Real-world Goal a clear picture of
Real-world Role success.

Real-world Audience Identify specific

standards of success.
Real-world Situation
Issue rubrics to the
Real-world Products or Performances
students or develop
Standards them with the
students.
Constructing a Performance Task Scenario
Standards & Criteria for Success
● Your performance needs to ____________________________.
● Your work will be judged by __________________________.
● Your product must meet the following standard (quality)
______________________________________________________.
● A successful result will _____________________________.
 Performance Task Scenario
Performance Standard
You have graduated from
Senior High School already
The learner should be able to and is now a child trying to
demonstrate a capacity for a convince your parents on your
critical and analytical life choices. To be allowed
reflection from the perspective
to pursue your life choices,
of a holistic and profound
vision of life. you are required to prepare a
letter posted on Facebook on
why your chosen life is the
Transfer Goal appropriate life for you.
The learner will be able to use You will be allowed or
their learning independently to disallowed based on the
reflect on the meaning of life comprehensiveness, logic,
when making life choices. depth of insight, and manner
of presentation.
Performance Task Quality Checklist
1. Is the PT based on a performance standard from the Curriculum Guide?
2. Does the PT describe a real-life scenario (a real world or authentic task that
require active performance)?
3. Will the PT involve students in complex reasoning (critical thinking at upper
levels of RBT)?
a. Does the PT require students to collect and process information using it
for authentic purpose?
b. Does the PT require students to engage in self-regulation, critical or
creative thinking (make effective plans, use necessary resources, evaluate
effectiveness of their own actions, seek accuracy and engage in activities
when answers and solutions are not immediately apparent)?
c. Does the PT require student collaboration and cooperation (incorporate
“individual” and “group” learning and performance accountability)?
4. Is the result of the PT a tangible product and/or communication activity?
Determining the quality of a Performance TAsk:
Performance Standard vs. Performance Task Standards
The learner should be You have graduated from Senior High
able to demonstrate a School already and is now a child
capacity for a trying to convince your parents on your
critical and life choices. To be allowed to pursue
analytical reflection your life choices, you are required to
from the perspective
prepare a letter posted on Facebook on
of a holistic and
why your chosen life is the appropriate
profound vision of
life. life for you. You will be allowed or
disallowed based on comprehensiveness,
logic, depth of insight, and manner of
presentation.
Determining the quality of a Performance Task:
GRASPS vs. PERFORMANCE TASK Scenario
You have graduated from Senior High
Real-world Goal School already and is now a child
Real-world Role trying to convince your parents on your
life choices. To be allowed to pursue
Real-world Audience your life choices, you are required to
prepare a letter posted on Facebook on
Real-world Situation why your chosen life is the appropriate
life for you. You will be allowed or
Real-world Products disallowed based on comprehensiveness,
Standards logic, depth of insight, and manner of
presentation.
 2

Alignment of
Criteria 4 3 2 1

Comprehensiveness

Standards in grasps
(30%)

with rubric criteria Logic (30%)

1
You will be allowed or Depth of Insight (30%)
disallowed based on
comprehensiveness,
logic, depth of insight,
and manner of
Manner of presentation
presentation. (10%)
What makes a quality RUBRIC?
❏ Even number of standards ❏ Real-world criteria
of excellence ❏ Deliberate sequence of
❏ Clear essential criteria criteria
❏ Realistic number of ❏ High interjudge
criteria reliability
❏ Explicit, observable ❏ Tested out with students
indicators ❏ Avoids degree modifiers
❏ No overlaps in levels (e.g., very) to
❏ Avoid ranges distinguish levels
 2 4 3 5 6

Alignment of Criteria 4
Exemplary
3
Satisfactory
2
Developing
1
Beginning

Standards in grasps Comprehensiveness

(30%)
Satisfactory
+ Extra
Take out
from
Opposite of
Satisfactory

with rubric criteria

work Satisfactory

Logic (30%)

1 You will be allowed or

disallowed based on the
comprehensiveness Depth of Insight (30%)
(holistic), logic
(analytic), depth of
insight (profound), and
manner of presentation Manner of presentation
(standards). (10%)
Criteria Exemplar (4) Satisfactory (3) Developing (2) Beginning (1)
Comprehensiveness Experiences Experiences cover Experiences cover Experiences do not
(30%) cover more than all course topics. some course cover any course
all the course topics. topic.
topics.
Logic (30%) Insights are Insights are validly Insights are Insights are not
validly derived derived from invalidly derived derived from any
from well- premises. from premises. premise.
established
premises.
Depth of Insight (30%) Choice of course Choice of course is Choice of course is Choice of course is
is based on life’s based on reasons based on reasons based on
fundamental intrinsic to the extrinsic to the accidental
meaning. course. course. reasons.

Manner of presentation Letter is Letter is Letter has Letter is

(10%) grammatically grammatically grammatical grammatically
correct and correct. problems. poor.
fluent.

Assessment Rubrics
 Determining the Quality of a Performance Task:
Assessment Rubrics
Criteria Exemplar (4) Satisfactory (3) Developing (2) Beginning (1)

Comprehensiveness (30%) Experiences cover Experiences cover all Experiences cover Experiences do not
more than all the course topics. some course topics. cover any course
course topics. topic.

Logic (30%) Insights are validly Insights are validly Insights are invalidly Insights are not
derived from well- derived from premises. derived from derived from any
established premises. premise.
premises.

Depth of Insight (30%) Choice of course is Choice of course is Choice of course is Choice of course is
based on life’s based on reasons based on reasons based on accidental
fundamental intrinsic to the course. extrinsic to the reasons.
meaning. course.

Manner of presentation Letter is Letter is grammatically Letter has Letter is

(10%) grammatically correct. grammatical grammatically poor.
correct and fluent. problems.
Overall Performance Standard

The learner should be able to demonstrate a capacity for a critical and analytical reflection from
the perspective of a holistic and profound vision of life.

Enabling Performance Standards Enabling Performance Check

1st Quarter The learner should be able to Checks the readiness of learners
to meet the overall performance
demonstrate a capacity for doing standard and perform the
philosophy. culminating performance task.

2nd Quarter The learner should be able to

demonstrate a capacity for doing
philosophy of the human person.
Culminating Performance Task

You have graduated from Senior High School already and is now a child trying to convince your parents on your life
choices. To be allowed to pursue your life choices, you are required to prepare a letter posted on Facebook on why your
chosen life is the appropriate life for you. You will be allowed or disallowed based on comprehensiveness, logic, depth of
insight, and manner of presentation.
Workshop 1: Designing a Performance Check
❏ Duration: 30 minutes.
❏ Work within your assigned group.
❏ Design a performance check for the quarterly performance
standard that applies to your group.
❏ Use the Performance Check Design Process template.
❏ Copy the Performance Standard.
❏ Decide on the Transfer Goal.
❏ Illustrate the Performance Check Scenario.
❏ Indicate the GRASPS portions in your Performance Check Scenario.
❏ Ensure that the Performance Task Quality Checklist is met.
❏ Prepare a hard copy on manila paper for posting.
❏ Prepare a digital copy for presentation and sharing.
Performance Task Quality Checklist
1. Is the PT based on a performance standard from the Curriculum Guide?
2. Does the PT describe a real-life scenario (a real world or authentic task that
require active performance)?
3. Will the PT involve students in complex reasoning (critical thinking at upper
levels of RBT)?
a. Does the PT require students to collect and process information using it
for authentic purpose?
b. Does the PT require students to engage in self-regulation, critical or
creative thinking (make effective plans, use necessary resources, evaluate
effectiveness of their own actions, seek accuracy and engage in activities
when answers and solutions are not immediately apparent)?
c. Does the PT require student collaboration and cooperation (incorporate
“individual” and “group” learning and performance accountability)?
4. Is the result of the PT a tangible product and/or communication activity?
Sentiments of the group while doing the workshop

Which group’s work (other than your own) best exemplifies

what we hope to accomplish and why?

What can you improve in your own work after seeing the work
of the other groups?