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What Is IPT

The document discusses integrative performance tasks as a form of assessment for students in the Philippines during the COVID-19 pandemic. It explains that modular distance learning has made traditional assessment difficult, as students receive many modules per subject and have limited time to complete them. Integrative performance tasks address this by allowing students to demonstrate learning across subject areas in a single, collaborative assessment designed by teachers. This benefits both students, who complete one holistic task instead of many, and teachers, who can streamline their efforts. The document concludes that integrative performance tasks are an effective way to support students and improve education quality during the public health crisis.

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Mariel Lyka Tambut DL
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296 views

What Is IPT

The document discusses integrative performance tasks as a form of assessment for students in the Philippines during the COVID-19 pandemic. It explains that modular distance learning has made traditional assessment difficult, as students receive many modules per subject and have limited time to complete them. Integrative performance tasks address this by allowing students to demonstrate learning across subject areas in a single, collaborative assessment designed by teachers. This benefits both students, who complete one holistic task instead of many, and teachers, who can streamline their efforts. The document concludes that integrative performance tasks are an effective way to support students and improve education quality during the public health crisis.

Uploaded by

Mariel Lyka Tambut DL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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WHAT IS AN INTEGRATIVE PERFORMANCE TASK?

Mariel Lyka D. Tambut


March 27, 2022

One of the important parts of the teaching and learning process is assessment.
According to the works of many scholars, such as Delclos, Vye, Burns, Bransford, &
Hasselbring, 1992; Poehner, 2007), assessment is defined as a process for documenting, in
measurable terms, the knowledge, skills, attitudes, and beliefs of the learner. This definition is
rather straightforward; however, the process of assessment requires complex procedures as to
which specific knowledge, skills, attitudes, and beliefs the teachers should be assessed and
what tools might be appropriate in accomplishing these tasks. Unfortunately, the health crisis
that the world is experiencing makes assessment even more difficult to achieve.

Since the pandemic started, almost all of the schools in the Philippines have
implemented Modular Distance Learning in which printed modules are distributed to the parents
and guardians. The majority of learners found the new learning modality a difficult one,
especially since learners were used to traditional face-to-face learning. They often received at
least 8 modules in all subjects and each module has at least 3-5 activities. Most of them do not
have enough time to accomplish the activities and tasks in all of the subject areas within a
week. Hence, the assessment process is greatly affected.

The DepEd Order No. 31, s.2020 provides that summative tests shall continue in the
form of written works and performance tasks. Basically, learners are expected to do four (4)
written works and four (4) performance tasks per quarter per learning area. However, due to key
challenges noted in the Implementation of Modular Distance Learning in school, most learners,
especially those who were struggling to have resource materials just like the Aeta learners from
selected upland schools in Pampanga, are having difficulty complying with these requirements.
Additionally, due to the scarcity of teachers in some schools providing performance tasks in all
the subject areas is really challenging. Inevitably, they spend more time on the construction of
different performance tasks in varied learning areas.

To address this challenge, teachers are advised to collaboratively design and implement
performance tasks that integrate two or more competencies within or across subject areas as
stated in paragraph 17 of DepEd Order (DO) No.31, s.2020. Such assessment must be practical
and manageable for both learners and teachers. Through integration, learners can have a range
of ways to demonstrate their learning in different learning areas. It does not only promote
creativity and collaboration among teachers but is also an effective way to lessen the burden on
the students. Thus, assessment of student learning through Integrative Performance Tasks is
hereby given emphasis. Integrative Performance Task is both beneficial to learners and
teachers. First, the students do not need to go from one performance task to another, instead, a
complete package of assessment materials will be given to them to deal with. Next, it is time-
saving and practical on the part of the teachers. The teachers can save energy and eliminate
stress because doing a variety of performance tasks is lessened. It also showcases teachers’
ingenuity and inventiveness by using the GRASPS model (Wiggins & McTighe) (Goal, Role,
Audience, Situation, Product/Performance, and Standards) as their guide.

To sum up, as a response to the above-mentioned DepEd Order, every school is encouraged to
propose a project to innovate and adopt an assessment that can most meaningfully support
student development and promote growth and mastery during this health crisis. Thus, the
Integrative Performance Task could be a great way to uplift the quality of education in the
Philippines.

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