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The Performance Task as an Alternative Assessment for High Ability Learners in Raffles Girls’ School: Contribution to Teaching and Learning
The Performance Task as an Alternative Assessment for High Ability Learners in Raffles Girls’ School: Contribution to Teaching and Learning
Abstract:
The objective of this research is to identify the key issues of using
Performance Tasks (PT) as an alternative mode of assessment through
teachers’ and students’ perceptions. The research was conducted at
Raffles Girls’ School (RGS), an independent secondary school for
high-ability females in Singapore.
A key innovation in RGS is a school-based assessment framework that
features multiple assessment modes such as the Performance Task. This
paper examines the teachers' beliefs and attitudes that shaped their
curricular practices as they implemented the PT as an alternative
assessment. Students’ perception and attitudes were also taken into
account. Thus, the findings can inform educators about the quality of
teaching and learning that the PT contributes to.
The research followed a sequential exploratory strategy in which focus
group interviews and surveys for teachers and students were conducted.
Inferences were drawn from the data analysis and used to make
recommendations to educators within the school and beyond on how
Performance Tasks should be designed, administered, supervised and
graded.
Findings revealed that teachers and students recognised the Performance
Task as a multi-dimensional and integrated approach to assessments,
providing real-world scenarios for students to demonstrate their
communication skills as well as critical and creative thinking skills.
The study also identified challenges in the implementation of the
Performance Task and crafting of the rubrics.
This study identifies adaptive measures that are needed to ensure
consistency of practices in the school-wide implementation of the
Performance Task.The objective of this research was to identify the key
issues of using Performance Tasks (PT) as an alternative mode of
assessment through teachers’ and students’ perceptions. The research was
conducted at Raffles Girls’ School (RGS), an independent secondary
school for high-ability females in Singapore.
This project was in collaboration with the National Institute of Education (NIE).
Research Personnel:
| Role | Name | Department |
|---|---|---|
| Investigator | Mrs Mary George Cheriyan | PeRL |
| Investigator | Ms Tan Yen Chuan | PeRL |
| Investigator | Ms Masturah Abdul Aziz | PeRL |
| Investigator | Mrs Lucille Yap | PeRL |
| Investigator | Mrs Chew Meek Lin | PeRL |
| Collaborator | Dr Tan Liang See | National Institute of Education |
| Collaborator | Dr Lee Yim Ping | National Institute of Education |
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