Developing Models of Evaluation Through Performance Task Instrument: Its Implementation and Usefulness

This study aimed at determining the implementation and usefulness of Performance Task Evaluation (PTE) as an evaluation tool among College of Education students of Ifugao State University-Potia Campus for the School Year 2019-2020. The implementation and usefulness of PTE was analyzed using quantitative research. In addition, related factors in implementing the evaluation model were determined. Interventions were developed to improve students’ performance through PTE. The PTE is being implemented in terms of practices hence, this should be considered. Also, PTE is useful in terms of academics, attitude and instructions. Students believed that PTE is useful in providing learning skills necessary for the education. Through PTE student enhances their skills and potential using the updated and reliable assessment and evaluation tool. The faculty and students should attend seminars that will gain knowledge for the implementation of PTE to easily develop a solution or action for its effective implementation. Moreover, conduct a related study about the significant relationship between the implementation and usefulness of PTE and the different CHED programs, to provide additional information and learning that will help the students to identify possible modifications and improvements. Improve the monitoring system of the implementation of PTE through seminars and additional assessment examination. The college dean should provide intensive training about the authentic form of evaluation tool. The university and recognized student organization may provide co-curricular activities that would allow maximum participation of the students to experience different challenges in education towards a better appreciation of their currently enrolled course through PTE. Acharya, M. K. (2003). A comparative study on washback of English-speaking tests in high schools: Based on two-way and one-way speaking tests. Unpublished Master’s Thesis, Ewha Woman’s University, Korea. Arter G.F. and McTigche, M. B. (2012). The effect of performance assessment method on the learning of overhand toss in volleyball. Unpublished Master’s Thesis, Keimyung University,Korea. Baron, N. W. (2012). The effect of portfolio-based instruction on composition students’ final examination scores, course grades, and attitudes toward writing. Research in the Teaching of English, 27(2), 155-174. Block, J. H., H. E. Efthim, and R. B. Burns. (2014).&nbsp;Building Effective Mastery Learning Schools. New York: Longman. Brown D. K. (2015). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16(1), 27-54. Borsoto, K. L. (2014). The effect of portfolio assessment on the and the Performance Task Evaluation in Basic Education. Unpublished Master’s Thesis, National University of Education, Korea. Dotong, K. B. (2014). Validity analysis of a state writing assessment. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, IL. Davis, K. H., and Gauitla, W. H. (2013). Implementing portfolio assessment in the music performance classroom. Unpublished Doctoral Dissertation, Columbia University. Fredriksen, K. Y. (2012). Effect of performance assessment on achievement and creative thinking. Unpublished Master’s Thesis, Kongju National University of Education, Korea. 155 Furtak, P. K. et.al. (2008). An investigation of personal investment levels among non-music major piano students using portfolio assessment. Unpublished Doctoral Dissertation, University of North Texas. Laguador, J L. 2013). The use of and attitudes toward performance assessment in a primary grade program of whole language. Unpublished Doctoral Dissertation, Ohio State University. Laguador, J.M. (2013d). Observed Classroom Behaviour as Predictor of the Major Examination Results in Advanced Statistics of BS Industrial Engineering Students, International Journal of Management, IT and Engineering, 3(7): 349-360. Linn, B. I. and Baker, F.D. (2016). The study for the improvement of a mathematics teaching learning method: Focusing on performance assessment about a function part of a middle school. Unpublished Master’s Thesis, Kook Min University, Korea. Linn G.J and Gronlound H.R. (2013). The effect of elementary science classes using portfolio on students’ academic achievement and perceptions. Unpublished Master’s Thesis, Seoul National University of Education, Korea. Newmann, F. M., and D. A. Archbald. (2012).The Nature of Authentic Academic Achievement.” In&nbsp;Toward a New Science of Educational Testing and Assessment, edited by H. Berlak, F. M. Newmann, E. Adams, D. A. Archbald, T. Burgess, J. Raven, and R. A. Romberg. Albany: State University of New York Press. Nitko, H.D. (2014). Using CBM to explore a consequential basis for the validity of a state-wide performance assessment. Diagnostique, 22(3), 447-463. Popham, S. W. (2015). Designing and measuring educational outcomes utilizing student portfolios for business management education, Journal of Instructional Psychology, 28(1), 50-58. Popham, S. W. (2014) Measuring educational outcomes utilizing student portfolios for business management education, Journal of Instructional Psychology, 41(1), 16-25. Resnik, C. S. (2013). The effect of the study on the extension of the ability by the adapted learning of the descriptive assessment in performance assessment methods: Focused on the common mathematics in high school. Unpublished Master’s Thesis, Kong Ju University, Korea. Shepard, L. A., Flexer, R. J., Hiebert, E. H., Marion, S. F., Mayfield, V., &amp; Weston, T. J. (2000). Effects of introducing classroom performance assessments on student learning. Educational Measurement: Issues and practices, 7-18. Spady, J. K. (1994). The Issues in Outcomes-Based Education and Instruction in University. Journal on Multidisciplinary in Education. Taylor, S. and Nolen P.D. (2004). Performance trends and use of accommodations on a statewide assessment: Students with disabilities in the KIRIS on-demand assessments from 1992-1993 through 1995-1996. State Assessment Series, Maryland/Kentucky Report 3, National Center on Educational Outcomes, Minneapolis, MN. 170 Tomas, H. K. (2015). Improving listing skills and motivation. Unpublished Master’s Thesis, Ateneo De Manila Valdez, A.P., Panganiban, C.A., Lumanglas, K.R.L., Calingasan, K.A., Divino, R.S., Guico, P.J.P., Montalbo, G.S., Pronobe, J.M. (2012). The Six-Month Intership Training Program for Medical Laboratory Science Education: An Initial Evaluation, JPAIR: Multidisciplinary Journal, 9(1), 269-283. Valdez, D. J. (2012). The effects of portfolio assessment: Focused on High School Mathematics. Unpublished Master’s Thesis, University of Pangasinan Valdez, D. J., Corpus, B.K. &amp; Ferrer, H.Y. (2012). The underlying problems in Motivation and Instruction. University Journal Wiggins, K. A. (2013). Application example of fitness portfolio to improve the health-related fitness. Unpublished Master’s Thesis, Inchon National University of Education, Korea. Wise, L. L. (2015, February). Picking up the pieces: Aggregating results from through-course assessments. Paper presented at the Invitational Research Symposium on Through-Course Summative Assessment. Atlanta, GA &nbsp;