Relationship between Student Achievement and Performance Task Scores in Math

Jarrent R Tayag,Joseph R Bacanay,Marycris B Lenon,Angelie M Sotto

doi:10.13189/ujer.2020.080842

Abstract

Assessment of performance tasks in the K to 12 curricula is vulnerable to generosity error. This implies that teachers may not be objectively assessing the performance of students thereby posing a potential disparity between the scores of the students and their actual achievement. The present study investigated the relationship between the math achievement and performance task scores of 43 4th grade pupils. The study utilized a descriptive-correlational design to examine the relationship between the results of performance tasks scores and standardized tests of the students. Results show a considerable gap between the average achievement of the pupils (59.40%) and their performance task scores (97.57%). Correlation results show that math achievement has a weak, but a positive relationship with the performance task scores (r = 0.311, p = 0.042). When the performance task scores of pupils with high and low achievement scores were compared, it was found out that there is no significant difference between their scores (p = 0.524). These findings imply a need to re-evaluate the assessment of learning practices particularly on performance tasks to ensure that they indeed reflect the actual achievement of students. By ensuring coherence between the two, a more accurate appraisal of the level of mastery of the students of the competencies may be acquired by teachers and school administrators.

Highlights

The mission of education has evolved from preparing learners for the world beyond school enabling them to apply the knowledge and skills learned to actual challenges they will face in a real-life setting, in present and in the future
The students were arranged according to their scores and divided into upper and lower scoring groups. The scores of these groups in the performance task were compared to see if the activity can distinguish between the upper and lower scoring groups
The study investigated the relationship between student achievement and performance task scores in math

Summary

Introduction

The mission of education has evolved from preparing learners for the world beyond school enabling them to apply the knowledge and skills learned to actual challenges they will face in a real-life setting, in present and in the future. Wiggins and McTighe [1] stress that the long-term goals of schools are making meaning of the content and transfer of learning to new situations. This requires a transition on the curriculum in many of the current educational reforms making performance-based assessments play a fundamental role. Performance-based assessment calls for the application of knowledge and skills in the context of a real-world scenario and requires students to engage in critical thinking, analytical reasoning, and problem solving [2][3]

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Discussion

Conclusion