Republic of the Philippines

President Ramon Magsaysay State University

Iba, Zambales, Philippines
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

GRADUATE SCHOOL
MAEd-Social Studies
____Trimester, A.Y. 2019-2020

Report in MAED-SS 304

Course Title: Production of Instructional and Assessment Materials
Professor: Marie Fe D. De Guzman, Ed. D. Associate Professor V
Topic: Teachers’ Difficulties in Preparation and Implementation of Performance Task
Presenter: Elaine Mae C. Romero

Teachers’ Difficulties in Preparation and Implementation of Performance

Task
(Mustafa Metin, 2013)
OBJECTIVE: Identify and present empirical/ salient findings on researches about Performance
Based Assessment (PBA) significant to teaching Social Studies.

The aim of study is to determinate teachers’ difficulties in preparation and implementation of

performance tasks. In accordance with this aim, the study specifically focuses on the following
research questions:
• What are teachers’ difficulties in preparation of performance tasks?
• What are teachers’ difficulties in implementation of performance tasks?
 The aim of study is to determinate the difficulties of teachers in preparation and
implementation of performance task. This study was carried out with 25 teachers (5 Science
and Technology, 5 Primary, 5 Mathematics, 5 Social Science and 5 Turkish teachers) who
working at elementary schools in Artvin. Sample of study is selected randomly. Case study
research method was used in the study. Data gathered with interview, observation and
documentary data collection tolls. Obtained data were analyzed with content analysis
method. At the end of the study, it is ascertained that teachers do not determine appropriate
topics for students’ level and appropriate criteria for topics and have insufficient knowledge
about how prepared rubrics. Besides, it is seen that teachers encounter some difficulties such
as crowded classroom, insufficient time for assessment, insufficient learning environment
and technological opportunity and they do not do objective assessment.
 Teachers’ Difficulties in Preparation of
Performance Task

Problems Encountered while Determining Problems Encountered While Determining

the Assessment Criteria on the Performance
the Subjects of Performance Tasks
Task

Not being able to Determine the Not being able to Determine Appropriate
Appropriate Subject for the Students’ Assessment Criteria for the Subject
Level

Not Knowing to Paying Attention to What,

Not being able to Indicate Acquirements While Determining the Assessment Criteria:
in Performance Task and Encourage
Students for Subject

Not being able to Prepare Performance Not Knowing How to Prepare to Rubric
Tasks for Different Subjects

Not being able to Decide the Not being able to Find Prepared Rubric
Performance Tasks Related to Which
Acquirements in Curriculum
Teachers’ Difficulties in Preparation of Performance Task
1. Main Theme: Problems Encountered while Determining the Subjects of Performance
Tasks:

 Not being able to Determine the Appropriate Subject for the Students’ Level
It is seen that almost all of teachers have difficulties in determining the subject of
performance tasks in semi-structured interview. A great majority of teachers stated that they had
difficulty in “determining appropriate subject for the students’ level”. One of teachers expressed
this idea as “determining various subjects for all students in the performance tasks is impossible.
In this respect, determining an appropriate subject appealing for all students and appropriate to
their level is quite difficult. Although successful students can do subject of performance task,
low-level students cannot do accurately (Math 3).” As a result of document review, similarly, it
was determined that teachers had difficulty in choosing the content of the performance tasks
appropriately in describing part of performance tasks.

 Not being able to Indicate Acquirements in Performance Task and Encourage

Students for Subject:
Another problem of teachers having difficulty in determining the subject of performance
tasks is that they cannot decide how they should give performance task regarding acquirements
of curriculum. One of the teachers described this opinion in interview this idea as “…
sometimes, giving research task is appropriate to acquirements in curriculum, sometimes, it is
not appropriate. So, I cannot decide what kinds of performance task which I should give (Soc
5).” Similar findings were obtained from document review. As a result of document review, it
was determined that teachers have difficulty in informing on research subject or problem in
performance task and explaining to encourage students for research.

 Not being able to Prepare Performance Tasks for Different Subjects:

It was understood from the teachers expressions that they generally prefer performance
tasks examining similar features. One of the teachers expressed this opinion in interview as it is
in the following italic form “ordinarily, I give tasks that they are related to subjects on numbers,
fractions and geometry to the students within the context of mathematics. I created these
performance tasks according to examples provided by internet. I want to give different
performance tasks for different subjects but I do not know accurately how to prepare
performance task (Math 1).

 Not being able to Decide the Performance Tasks Related to Which Acquirements in
Curriculum:
Another problem of teachers having difficulty in determining the subject of performance
tasks is that teachers cannot decide the performance task related to the acquirements in
curriculum. One of the teachers stated this opinion in interview as in the following “I cannot
decide the performance task related to which acquirements as there are so many acquirements in
Science and Technology lesson. For example, digestive system, excretory system and sense
organs are referred about systems which are one of the subjects in the 7th grade, Science and
Technology lesson. I cannot decide the performance task to which subjects in this unit (Sci 1).”
As a result of document review, similarly the teachers have difficulty in determining appropriate
acquirement for the subject on performance task.
2. Main Theme: Problems Encountered While Determining the Assessment Criteria on the
Performance Task:

 Not being able to Determine Appropriate Assessment Criteria for the Subject:
Determining appropriate criteria expected to be done by students is important for an
effective performance task. It was determined that teachers have difficulty in determining the
appropriate assessment criteria for subject. One of the teachers expressed this opinion as in the
following sentences “I think that determining the appropriate assessment criteria is the most
difficult part in preparing performance tasks. I determine a subject in performance tasks but I
cannot decide what criteria I should bear in mind when assessing the prepared performance tasks
for this subject (Soc 2).” As a result of document review, teachers’ opinions are corroborated. It
is seen that teachers have difficulty in preparing observable criteria in the rubric, explaining to
students required qualifications, how to grade the criteria. Thus, they are not able to be
successful under these circumstances.

 Not Knowing to Paying Attention to What, While Determining the Assessment

Criteria:
Qualified assessment criteria of performance are important for students for guidance, at
the same time it is important for assessment of the students’ performance. In this respect,
teachers should know how to prepare assessment criteria. It was determined that teachers could
not know paying attention to what, while preparing assessment criteria. One of the teachers
asserted this opinion as it is “There are principal main themes in Turkish lesson. In context of
these themes, what is expected from students is revealed. In deference to these specifications, I
state my assessment criteria. I do not know whether my assessment criteria are appropriate for
assessment criteria of performance or not (Turk 1).” As a result of document review, it is seen
that teachers have difficulty in determining the assessment criteria.

 Not Knowing How to Prepare to Rubric:

One of the difficulties of teachers while preparing performance tasks is not being able to
reach to rubric. A teacher expresses his/her ideas as it is “It is said that we should give
performance tasks to students. I cannot find model implementations about how to assess these
tasks and how to give a performance task (Class 1).” As a result of document review, it is seen
that teachers have insufficient knowledge about explanation of the performance extent, level and
regulation of criteria.

 Not being able to Find Prepared Rubric:

Teachers are obliged to develop an assessment instrument since they cannot find rubric
sample from books or internet. In this case, whether teachers have adequate knowledge about
how to develop a rubric or not is important. As a result of interview, it was determined that a
grade majority of teachers had difficulty in preparing rubric. One of the teachers described this
case as in the following “I should improve myself as I cannot find rubric sample which is
expected to be given to the students form books or internet. I do not know how to develop the
rubric. So I am trying to develop it myself (Math 5).”
 Teachers’ Difficulties in Implementation of
Performance Task

Problems Encountered While

The Problems Encountered While Assessing
Implementation of Performance Tasks in
the Performance Tasks:
Class:

Taking Long Time for the Assessment and

Crowded Class Incorrect Determination of Performance Task

Not being able to Assess Objectively and

Using too Many Forms and not Having Giving Undeserved Notes to the Students
Enough Time

Not being able to Assess Students’

The Lack of Physical Environment and
Performance Appropriately and Lack of
Technological Facilities
Knowledge about Performance Assessment:

The Low-level Students and not

Understanding What is Expected from Problem Encountered While Interfering the
the Students Students and Classroom Environment

Doing Students’ Homework by Parents

The Teachers’ Difficulties in Implementation of Performance Tasks
1. Main Theme: Problems Encountered While Implementation of Performance Tasks in
Class:

 Crowded Class:
One of teachers’ problems is to have outrageous number of students in the classroom as
most of them are trying to implement the performance tasks in class. One of the teachers
described this case with his/her’ own words “It is wanted from us to give the performance tasks
to students and assess them in the classroom environment. But since the size of the classroom is
too big, the implementation of performance tasks cannot be applied properly (Math, 5).” It is
found that classroom size consists of 25–30 students METİN / Teachers’ Difficulties in
Preparation and Implementation of Performance Task 1669 from the results of observation.
Although the number of students in the class is not crowded, teachers have to implement to at
least 75 or 100 students because of the fact that branch teachers attend to two or three different
classes. This case results in the emergence of the idea from the teachers that they would
implement the performance tasks to a crowded student group.

 Using too Many Forms and not Having Enough Time:

It was noticed that enlargement of the classroom size prevents teachers from
implementing the performance tasks exactly and they cannot do what they want to do due to the
time lag. Also at the end of each performance task, it is expected that assessment scales related to
this task are filled by students and teachers. It appears that this situation prevents the teachers
from applying the performance tasks in class. One of the teachers described this as in the
following expression “while assessing performance, we are wanted to use so many scales to
evaluate the students. This is an exaggerated situation. we are using at least three scales for a
student (Class, 3).”

 The Lack of Physical Environment and Technological Facilities:

When some of the teachers implement performance tasks in the classroom; teachers
indicate that they have problems including the crowded classroom, and lack of time as well as
the lack of physical environment and technological facilities in schools to apply the performance
tasks. One of the teachers states this case as it is “Performance tasks cannot be applied exactly
because of some reasons such as; crowded class, insufficient time for applications, not having the
necessary physical equipment for performing activities in class and unsuitable learning
environments (Sci, 3).” Observation notes support this finding.

 The Low-level Students and not Understanding What is Expected from the
Students:

Implementing the performance tasks in the classroom by teachers is directly related to the
students’ levels and features. Many teachers state that they cannot implement performance tasks
in classroom as the students have low levels and they do not understand exactly what is expected
of them. One of the teachers stated this as in the following sentence “I give a subject on social
sciences to the students so as to research and present it in lesson…but students bring me
everything that they find on the internet. They do not understand what I expect from them and
what they should do (Soc, 4).” researcher’ notes from observation and interviews support this
finding.
 Doing Students’ Homework by Parents:
Another problem of the teachers is that the parents perform performance task given to
the students as homework.
One of the teachers revealed this case with his/her words given below “I gave the students a
performance task related to coordinate planet. I saw that the majority of the students’ drawings
done by them require mastery of the drawings. Doing these drawings by my students is
impossible. It is obvious that these drawings had been done by their parents (Math, 1).” Also,
researchers’ notes support this finding.

2. Main Theme: The Problems Encountered While Assessing the Performance Tasks:

 Taking Long Time for the Assessment and Incorrect Determination of Performance
Task:
The vast majority of teachers assert that the main problem they face is to need long time
for the assessment of performance tasks while applying them. It is seen that teachers who
perform education activities in crowded classroom emphasize this problem. One of the teachers
revealed this as in the italic form “I attend five different classes in school. Each class has about
30 students and this situation displays that I should assess at least 150 students’ performance
tasks. Analyzing and assessing these performance tasks take lot of time of mine (Math, 3”. Also,
researchers’ observation notes support this finding.

 Not being able to Assess Objectively and Giving Undeserved Notes to the Students:
Having crowded classes and assessing the prepared performance tasks done by students
take long time. As a result of this teachers cannot assess performance tasks objectively.
Accordingly, one of the teachers stated that “when we assess the performance tasks, we have to
give a high mark to the students even if they give us homework that we do not want from them. I
do not think that I assess objectively, while assessing the performance tasks.” As a result of the
observations, it is seen that teachers cannot determine the assessment criteria. Due to this case
students cannot understand what teachers expect from them and what they should do and
performance homework is not up to grade.

 Not being able to Assess Students’ Performance Appropriately and Lack of

Knowledge about Performance Assessment:
It is very important to assess the performance tasks prepared by the students objectively
and know how to convert their performance tasks into grade so as to give them the grades they
deserved. As a result of the interviews, it is found that a great majority of teachers accepted that
they do not know how to convert the performance tasks into grade. One of the teachers mentions
it as in the following expression “I give some performance tasks to the students during the
lesson. I do not know how to assess these performance EDUCATIONAL SCIENCES: THEORY
& PRACTICE 1670 tasks and convert them into the mark (Class, 4).” As a result of the
observations, it is seen that teachers do not have enough knowledge about performance
assessment, applying performance tasks in classroom and performance tools. When analyzing
the performance tasks given to the students, it was seen that teachers did not consider ordinary
features. As a result of this students cannot do performance tasks very well and continue asking
questions to their teachers about the task.
 Problem Encountered While Interfering the Students and Classroom Environment:
To doubt that the teachers have the most important role for the implementation of
performance tasks in classroom. Teachers are to interfere the students and learning environment
when needed in order to assess performance tasks effectively. As a result of observations, it is
understood that teachers cannot interfere the students and learning environment effectively while
implementing the performance tasks. In addition to this, it was seen that teachers did not have
willing to motivate the students. Also, teachers did not give feedback to the students about their
previously prepared performance tasks in order to see which part is missing or what should be
developed.

Discussion and Conclusions

Results of this study were collected two categories as difficulties of teachers in preparation of
performance task and difficulties of teachers in implementation of performance task.

Teachers’ Difficulties in Preparation of Performance Task

One of the most issues encountered teachers is not determinate topic of appropriate performance
task to students’ levels. In consequence of investigating performance task developed by teachers,
it was seen that teachers were not specify to content of performance task. Similar result was seen
observation activities in the classroom. This result was supported by Metin and Özmen (2009)
and Metin and Özmen (2010b). This condition is results from that teachers do not understood to
logic of performance assessment and relationship between curriculum and performance task.

Teachers’ Difficulties in Implementation of Performance Task

The most issues encountered by the teachers are not having sufficient time and crowded
classroom. Teachers asserted they had to spend too much time while implementing the
performance task and thus, they could not apply the performance tasks in the classroom
effectively. These expressions of teachers were supported by Algan (2008), Çalık (2007),
Erdemir (2007), Gelbal and Kelecioğlu (2007), Kanatlı (2008), Karakuş and Kösa (2009), Metin
and Demiryürek (2009), Şenel (2008), Yücel, Karaman, Batur, Başer, and Karataş (2006).