Republic of the Philippines

Department of Education
Region III - Central Luzon
Schools Division of Tarlac Province
DON QUIRINO SULIT ELEMENTARY SCHOOL
Pura, Tarlac

ACCOMPLISHMENT REPORT

SLAC: DEVELOPING INTEGRATIVE PERFORMANCE TASK

February 9, 2023

I. SLAC Title:
DEVELOPING INTEGRATIVE PERFORMANCE TASK
II. Speaker :
Natalie Dawn Casupanan- Laroya

III. Introduction:

Learning continues despite the effects of COVID-19 pandemic in school. Thus, providing pupils
with responsive and relevant learning activities are the main concerns which are very important in
developing their 21st century skills and competences while recovering from the learning gaps caused by
the pandemic.

The Department of Education ensures to deliver education considering the situation we are facing
right now. Because schools are perceived as a haven to hone learners, we, as educators, are given tasks to
provide assessment to examine the readiness of all learners. As teachers, we should think of many ways
and devise different learning modalities to educate and nurture learners.

In this current situation, many education experts are looking for new instructional methodologies
because the traditional approaches in teaching may not be effective in developing pupil learning. Thus,
the design thinking approach can be employed in the teaching and learning process. It is also mandated in
the Republic Act (RA) 10533 (2013), otherwise known as the Enhanced Basic Education Act of 2013,
that the curriculum shall employ pedagogical approaches that are inquiry-based, collaborative,
differentiated, and integrative. Highlighted also in the Republic Act no 10533 that to measure the learning
of pupils and their skills in accomplishing practical tasks and in handling with real-life problems is using
performance task. After K to 12 basic education, every Filipino learner is visualized to be ready for
challenges in higher education and in life. That is why educational leaders devised a way to help learners
ease their burden in some learning activities and learning assessments.

Integrative Performance Task or also known as IPT, the new system in the assessment of

learning of learners was being introduced to teachers and to learners. This new trend of assessment for
learners is just a manifestation that teachers adapt new ways to assess pupils’ learning and may also
showcase collaborative efforts among teachers. An Integrative Performance Task strategy is also in
cognizant to D.O. No.31 s. 2020, entitled Interim Guidelines for Assessment and Grading in Light of the
basic Education Learning Continuity Plan to provide guidance in the assessment of pupil learning and on
the grading scheme. Teachers must also be creative and flexible in assessing student learning, while still
adhering to the principles of quality assessment practice.

An Integrative Performance Task (IPT) is also a learning assessment that learners will do to show
their understanding, knowledge, and skills with the integration of the learning competencies from the
different learning areas. This can be used to participate learners in relevant and meaningful learning. This
is also an alternative strategy to help ease the burden of learners in the assessment of their learning
because they are going to make one performance task to be graded by teachers from two or more subject
areas.

An Integrative Performance Task is a tangible product and/or performance that serves as evidence
of learning of every learner. In Integrative Performance Task, teachers from different subject areas
convene and collaborate among themselves. This can be done twice or more every quarter. While doing
such, teachers must present to each other the learning competencies from each subject area for the whole
quarter and look for the competencies that fit to other competencies from other subjects to make one
performance task. They must agree as to what kind of performance task will be done by the learners using
rubrics and according to the level of knowledge of the learners and linking content knowledge with the
21st Century skills like creativity, critical thinking and technology use. The output of their collaboration
must be checked by their superior (Head Teacher/Master Teacher/Principal) for quality assurance
purposes.
(Objectives):

The session aims to:

 Provide the teacher- participants with the skill to differentiate between Performance
Tasks and Integrative Performance Tasks (IPT)
 Give the teacher- participants some tips to consider in conceptualizing Integrative
Performance Tasks (IPT)

Expected Output/Outcome:

At the end of the session, the teacher- participants must be able to:
 Familiarize themselves with the steps in formulating Integrative Performance Tasks
(IPT)
 Collaborate and create a sample Integrative Performance Task (IPT) following the
GOAL (Goal, Role, Audience, Situation, Product/Performance and Standards) design

Prepared:

NATALIE DAWN B. CASUPANAN

Speaker

Noted:

JENNESCEL M. TIMBOL
ESP-I
Documentation/ Pictorial