Career-oriented performance tasks: Effects on students’ interest in Chemistry

Learning by doing has been the theme of science education today wherein students are presented with real life problems and students are engaged to uncover the concepts necessary to solve a problem (Dewey, 1966). Performance task may be the appropriate tool to assess Dewey's "Learning by Doing".

Wisconsin Education Association Council or WEAC (1996) defines performance task as an assessment requiring students to demonstrate that they have mastered specific skills and competencies by performing or producing something. Moreover, the Association for Supervision and Curriculum Development or ASCD (2005) reiterated that performance-based learning represents a set of strategies for the acquisition and application of knowledge, skills and work habits through the performance of tasks that are meaningful and engaging to students. Table 1 shows the comparison between traditional instruction and performance-based learning as stated by ASCD (2005).

Table 1. Comparison between traditional instruction and performance-based learning tasks

Traditional Instructional Tasks	Performance-Based Learning Tasks
Define Remember List	Classify Compare Evaluate

Performance task calls for assessments of the following skills/tasks (WEAC, 1996): designing and carrying out experiments; writing essays which require students to rethink, to integrate, or to apply information; working with other students to accomplish tasks; demonstrating proficiency in using a piece of equipment or a technique; building models; developing, interpreting, and using maps; making collections; writing term papers, critiques, poems, or short stories; giving speeches; playing musical instruments; participating in oral examinations; developing portfolios; and developing athletic skills or routines.

Rule (2006) stated that authentic assessments such as a performance task should have the following characteristics: uses real-world problems that mimic the work of professionals; includes open-ended inquiry, thinking skills and metacognition; engages students in discourse and social learning; and empowers students to direct their own learning.

Worldwide Instructional System (2005) reiterated that when developing performance tasks, the following questions should be considered: Who are the learners?; What do they need to achieve?; How will I know when they have achieved it?; and How will they get there?

Different studies have been done to investigate the effectiveness of performance task in the teaching and learning process. Below are selected studies.

A study done by Stahelin, Forslund, Wink, and Cho (2006) demonstrated that a biochemistry laboratory course with a project-oriented goal greatly enhanced students' scientific reasoning and understanding of the research process. In addition, evaluation of students' progress in the project-oriented task also indicated successful linkage of skill-building and student-directed activities even for students with no prior experience.

Similarly, Albanese and Mitchell(1993) conducted a meta-analysis of six (6) studies on the effects of problem-based learning (PBL). The study established that compared with conventional instruction, PBL is more nurturing and enjoyable. Furthermore, PBL graduates performed well and sometimes better on clinical examinations and faculty evaluations; further, they are more likely to enter family medicine.

Performance tasks are similar to project-oriented and problem-based approaches because students are also given a problem, which they attempt to solve by developing or creating a product. Therefore, these are good assessment strategies in the teaching and learning process.