The document discusses performance tasks. Performance tasks allow students to demonstrate what they know and are able to do in diverse ways, such as creating products or doing performance-based tasks. They involve students in the learning process individually or collaboratively over time. The purposes are to give students opportunities to demonstrate and integrate their knowledge, understanding, and skills in real-life situations and to encourage student inquiry and integration of knowledge in various contexts. Performance tasks prompt students to use higher-order thinking skills and are administered at the end of topics or units. They may result in products or performance-based tasks. Performance-based tasks require students to demonstrate mastery of skills and competencies by performing or producing something.

1. PERFORMANCE
TASKS
Gracelle P. Ducusin

2. Session Objectives
At the end of the session, all participants are expected to:
o Discuss the underlying concepts of performance task;
o Describe the purpose of giving performance tasks; and
o Identify competencies with performance-based tasks.

7. Performance Task
- allows learners to show what they
know and are able to do in diverse
ways.
- They may create or innovate
products or do performance-based
tasks

8. DO No. 8 s. 2015
-Policy Guidelines on Classroom Assessment for
the K to 12 Basic Education Program

9. Purposes
Involve students in the
learning process individually
or in collaboration with
teammates over a period of
time
Give students opportunities to
demonstrate and integrate their
knowledge, understanding and
skills about the topics or lessons
learned in a specific real-life
situation by performing and/or
producing evidence of their
learning

10. Purposes
Gives students the freedom to
express their learning in
appropriate and diverse ways
Encourage student inquiry,
integration of knowledge,
understanding, and skills in
various contexts beyond the
assessment period

11. Weight of the Components for Grades 1-10

12. Weight of the Components for Grades 1-10

13. Weight of the Components for SHS

14. Weight of the Components for SHS

15. Why do we give performance-
tasks?
When do we administer
performance tasks?

16. -these prompt students to use higher-
order thinking skills such as analysis,
synthesis, and evaluation
at the end of the topic or unit
Several times during the quarter

19. Performance Tasks
Product
Performance-BasedTasks

20. Products
-Technical Drawing Output, Prototype
building, products, projects using locally
available materials
-Tangible outputs

21. - Skills Demonstration, Skills Application,
Laboratory Exercises, Oral Tests, Design, Creation,
and layout of outputs/diagnose and repair
equipment
Performance-Based Tasks
-Intangible outputs

22. Performance-Based Tasks
- These requires students to
demonstrate that they have
mastered specific skills and
competencies by performing or
producing something

23. LET US IDENTIFY THE
CLASSIFICATION OF
PERFORMANCE TASKS

27. Name: Grade Level:
School: Specialization:
Direction: Write three learning competencies which are performance-based and give examples of
performance-based tasks using your MELCs or CGs
LEARNING COMPETENCY PERFORMANCE-BASED TASK