Collaborative Design of Performance Assessment-Driven Lessons to Explore on Students’ Learning Experience in Mathematics

Research has shown how authentic assessment provides an opportunity for a meaningful mode of alternative assessment. However, barriers to its effective utilization remain present in high school math classrooms. Hence, this study addresses the gap in the teachers’ ability to implement PA by exploring their collaborative process of designing Performance Assessment-Driven Lessons (PADL) in Mathematics. Moreover, this study aims to examine the impact of PADL on students’ learning experiences. Using a descriptive qualitative approach, four in-service teachers participated in the design of PADL, while twenty Grade 9 students engaged in its implementation. Results revealed that the collaborative process of in-service teachers in designing PADL was focused on enriching students’ learning experiences and addressing their potential difficulties. The said process followed the stages: 1) identifying learning objectives, 2) determining the scoring rubric to be used in the implementation of PADL, 3) writing the Performance Assessment-Driven Lessons, 4) testing and anticipation of students’ potential difficulties, and 5) reflection and revision. Moreover, the implementation of PADL enabled students to explain mathematical concepts, collaborate and consolidate their understanding, ask clarificatory questions, and develop a deeper appreciation for mathematics, thus exhibiting the potential to enrich mathematics learning.