Performance-Based Assessment Task in Mathematics: A Standard-Based Practice in the Face of Health Crisis

This study utilized the Performance-based Assessment Task (P-bAT) to evaluate respondents based on two key criteria: (a) accuracy and procedural skills, as well as the (b) conveyance of logical and mathematical ideas. The tool was rigorously assessed for its quality features, including the (a) clarity of learning goals, (b) appropriateness of the assessment tool, (c) fairness, and (d) real-life relevance, before being implemented through face-to-face methods despite the challenges posed by the COVID-19 pandemic. The findings indicated that students performed at a moderate to high level due to tasks being appropriately challenging yet achievable, leading to above-average performance levels. Subsequently, a select group of five respondents engaged in a focused discussion to test their comprehension of the tool in terms of (a) task understanding, (b) knowledge of how to answer the tasks, and (c) awareness of scoring methods. Participants acknowledged the uniqueness and difficulty of P-bAT, recognizing its holistic measurement of abilities and skills. The tool’s emphasis on challenging students’ critical thinking was evident, with grading conducted using rubrics to ensure accurate, efficient, fair, and reliable assessment. This approach instilled confidence in students that their grades reflected their true capabilities and efforts.