Big Time Performance Tasks (#Bigtimept): Fostering Collaboration and Addressing Academic Intervention

Ma. Eva M. Hilay, Ph.D.
Principal
Basic Education Department

Introduction

In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533), the Department of Education (DepEd) is adopting the enclosed Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (DepEd Order 08, s. 2015). It includes a theoretical basis in the conduct of classroom assessments. Generally, assessment is a process that is used to keep track of a learner’s progress concerning learning standards and in the development of 21st–century skills, to promote self-reflection and personal accountability among students about their learning, and to provide bases for the profiling of student performance on the learning competencies and standards of the curriculum.

The classroom assessments, both formative and summative, are founded on a solid theoretical basis. Among the summative assessments are Performance Tasks (PTs), which carry the highest weight in computing grades for Junior and Senior High School students, as detailed in Tables 4 and 5 of the enclosure to DepEd Order No. 08, s.2015, page 10 of 33. Consequently, poor performance in PTs could potentially lead to student failure, while the other components, Written Work (WW) and Quarterly Assessment (QA), also contribute to the overall grade. The effectiveness of the learning process hinges on the learner’s performance in classroom assessments, which serve as a vital gauge of progress. Certain students may need to meet the expected standards and competencies reflected in their classroom assessment outcomes throughout the teaching-learning journey.

Objectives

The objectives of sharing this article with the academic community are: 1) to inspire other educational institutions to adopt the Big Time Performance Task approach, fostering collaboration among teachers and students in diverse learning environments;  2) to showcase the effectiveness of the Big Time Performance Task as an academic intervention program, helping struggling learners improve their grades and academic performance; and 3) to encourage a culture of innovative teaching and learning by sharing successful practices of holding Big Time Performance Tasks, ultimately enhancing overall educational experiences and outcomes.

Concepts about Classroom Assessments

Teachers should employ classroom assessment methods that are consistent with curriculum standards. It comes in formative and summative assessments. The former may be seen as an assessment for learning so teachers can adjust their instruction. Conversely, the latter may be seen as an assessment of learning, which occurs at the end of a particular unit. This form of assessment usually occurs toward the end of a learning period to describe the standard reached by the learner. It measures whether the learners have met the content and performance standards. The summative assessments are classified into three components, namely, Written Work (WW) which ensures that students can express skills and concepts in written form, Performance Tasks (PT) which allows learners to show what they know and can do in diverse ways and Quarterly Assessment (QA) which measures student learning at the end of the quarter (DepEd No. 08, s. 2015).

Tables 4 and 5 of the enclosure in DepEd Order No. 08, s. 2015 show the weight components in calculating Junior and Senior High School grades.

Table 4. Weight of the Component for Grades 1 to10

Table 5. Weight Components for Senior High School

Both tables clearly illustrate that Performance Tasks (PTs) carry the greatest weight among all components, regardless of the level and track. Inadequate or unskilled performance in PTs often leads to grade reduction and potential failure.

DepEd Order No. 08, s. 2015 (Table 11, p. 17) specifies learner promotion and retention guidelines. A final grade of 75 or higher in all learning areas allows the student to be promoted to the next grade level. If they receive a failing mark in any subject, they are required to pass remedial classes. Before posting final grades, timely interventions should be applied to support students at risk of failing. As Performance Tasks (PTs) hold the highest weight in the overall grade, interventions based on PTs can be particularly beneficial in supporting students’ improvement.

Thus, immediate academic remediation is essential once competencies are not met, as it allows students to address their learning gaps promptly and enhances their chances of success in the academic journey. Delaying the process could hinder their progress and impact their overall educational development.

Ensuring successful learning is a shared responsibility within the learning community, encompassing learners, parents, and the school. The effectiveness of the learning process depends significantly on the learners’ performance in classroom assessments, which serve as crucial indicators of progress. Along the teaching-learning journey, it is possible that some students may not achieve the expected standards and competencies as reflected in their classroom assessment outcomes.

The school should assist the learners in improving their learning skills in response to Article XIV, Section 1, of the 1987 Constitution, which provides, “The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.” This is the provision in which the Department of Education anchored its mission: “To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.”

Notable Practices in Addressing Academic Intervention

As the head of the department, it is crucial to exhibit innovation and creativity when organizing significant performance tasks that foster collaboration and teamwork. These large-scale performance tasks serve as a powerful catalyst for promoting academic intervention and addressing learning challenges collectively. By designing engaging activities that require students to collaborate and work together, the head of the department can create an environment where students actively participate in their academic development, leading to improved learning outcomes and a stronger sense of camaraderie among learners. Likewise, the teachers, as the facilitators of learning, are responsible for timely monitoring and analyzing assessment results to address any academic issues promptly. By effectively coordinating these efforts, the department can create a dynamic learning environment that nurtures student growth and success. In DepEd Order No. 35, s.2016, p.7, DepEd also recognizes that teaching quality greatly influences learning quality. Therefore, the school must hire good teachers and support their development in the teaching profession.

#BIGtimePT on Fostering Collaboration and Teamwork

DepEd DO 35, 2016, p7, cites the Learning Action Cell (LAC). It refers to a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC Leader. The key aspects of the process are ongoing collaborative learning or problem-solving within a shared domain of professional interest, self-directed learning, reflective practice leading to action and self-evaluation, and collective competence. Furthermore, Torgerson (2022) supports that teacher collaboration can help make teachers feel supported. Collaboration allows teachers to play to their strengths and learn from one another. Even the best teachers can learn new things every day.

#BIGtimePT on Addressing Academic Intervention

Implementing an intervention activity becomes essential to enhance the demonstration of students’ acquired knowledge. The principal and the high school coordinator closely monitored and supervised such activities. Since performance tasks (PT) carry the most significant weight in the grading components, it is highly beneficial to base the intervention around them. This creates an ideal setting for academic intervention. Performance tasks can be used to engage students in meaningful learning. Since rich performance tasks establish authentic contexts that reflect genuine applications of knowledge, students are often motivated and engaged by such “real world” challenges.

An excerpt from the article “What is a Performance Task (Part 1) of McTighe (date?) states that A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency. Performance tasks yield a tangible product and performance that serve as evidence of learning. Based on the basic education curriculum, performance tasks are hands-on and application-oriented assessments requiring students to actively demonstrate their knowledge, skills, and competencies. These tasks often simulate real-life situations or scenarios to test students’ critical thinking, problem-solving, and decision-making abilities and thus encourage collaboration and communication, promoting teamwork and interpersonal skills. They offer a more holistic approach to evaluating student learning, focusing on academic knowledge and developing essential 21st-century skills.

In the study of Gilpin (2015), How Academic Intervention Directly Affects Student Performance, academic intervention is the opportunity for students who do not have a basic understanding of skills and learning targets during regular classroom time to receive additional help outside of their regular classroom. Further, he said that there are many different ways that intervention can be achieved throughout the school day. Typically, it will be done in a small or single group setting, allowing for more in-depth instruction on the presented material. Using a few extra minutes of instructional time with those students who are falling behind can bring them back up to the understanding that they will need to succeed.

Planning for a performance task by group is a valuable form of academic intervention that promotes collaboration and enhances learning outcomes. Students engaging in group planning can pool their unique perspectives, knowledge, and skills to strategize effectively. This process encourages critical thinking and fosters communication and problem-solving abilities. Moreover, planning together instills a sense of responsibility and accountability among group members as they work towards a common goal. By embracing this approach, educators can empower students to take ownership of their learning, cultivate teamwork, and achieve greater academic success.

Conduct of Big Time Performance Tasks

At John B. Lacson Colleges Foundation, the Basic Education Department has introduced a pioneering activity called Big Time Performance Task, hence #BIGtimePT. This initiative aims to foster collaboration and teamwork among teachers and students, providing a platform for learners to enhance their grades with the support of their peers and teachers. Additionally, it serves as an academic intervention program, particularly benefiting students at risk of failing in specific subjects. The program commenced in the school year 2016-2017, paused during the COVID-19 pandemic, and was later resumed in the school year 2022-2023. Most recently, the activity was successfully conducted on May 15-16, 2023, marking a significant culminating event for the department’s efforts.

1. Program of Activities and Tasks

2. Objectives of the Activity

a. To foster collaboration and teamwork among students and teachers

b. To generate a collaborative output, reducing the burden of individual preparations and performances

c. To provide academically challenged learners an opportunity to improve their grades

3. Mechanics of the Implementation of the Activity

a. The task is identified and defined clearly to provide a specific focus for the performance activity.

b. The class is divided into groups of 4 to 5 or 10 members, depending on the task’s nature. Careful consideration is given to balancing group composition, ensuring that high-performing and struggling students are strategically placed to receive appropriate guidance and support.

c. Collaboration occurs among teachers handling the same subjects and teachers from other sections and classes. Other subject teachers may also participate at certain stages of the task to align with the competencies they aim to develop.

d. Detailed mechanics, guidelines, scoring criteria, and task objectives are thoroughly discussed and communicated to ensure clarity and understanding among all participants.

Throughout the preparations, students showcased their abilities in diverse fields, such as communication and arts, sciences, entrepreneurship, and more, demonstrating teamwork, critical thinking, problem-solving skills, and effective communication.

Outputs of the Activity

1. Art Exhibit and Film Festival

The Grade 11 students and subject teachers collaborated to organize an Art Exhibit and Film Festival. The exhibit showcased a diverse range of artworks that beautifully captured the students’ unique perspectives, while the film festival presented an array of genres to captivate the audience. Together, these events promised a captivating blend of artistic expression and cinematic brilliance, offering visitors a compelling and enriching experience.

The task for the Art Exhibit provided students with a platform to showcase their artistic talents and creative expression while fostering artistic development. It promoted teamwork and self-confidence, encouraged artistic exploration and experimentation, and cultivated an appreciation for the visual arts.

The film festival aimed to allow the students to display their filmmaking skills and creativity and develop their appreciation for cinema as an art form. The task allowed them to promote storytelling and visual communication, encouraging collaboration and teamwork and nurturing an understanding of film as a powerful medium for cultural expression and social commentary.

2. Entrepreneurship

The Grade 12 students and Subject Teachers worked together to implement their business plans. They came up with a business that involved buying and selling goods. This experience cultivated their entrepreneurial mindset and skills, preparing them for real-world challenges and opportunities in the business world.

3. Inventions (Grade 12 students and Math and Science Teachers)

Grade 12 students harnessed their scientific knowledge to fuel their curiosity and produce innovative creations. Through this task, they engaged in scientific inquiry and explored their passion for Science, Technology, Engineering, and Mathematics. It allowed them to apply their practical and creative learning, fostering a deeper understanding and appreciation for these fields. Engr. Sylvino V. Tupas, the Unit Quality Assurance Manager/Safety Officer, and Engr. Roberto Neal S. Sobrejuanite, School Administrator, were the invited judges.

Results of the Intervention Activity

The #BIGtimePT initiative and intervention program yielded remarkable results, with 100% of the reported potential failures passing their subjects, except for Chemistry, where 3 out of 11 potential failures did not succeed. These three students faced challenges as they missed not only the PTs but also written works and quarterly assessments due to absenteeism. Overall, the percentage of passers stands impressively high at 97% (23 out of 26 students passed the subjects).