PERFORMANCE TASKS IN SET OF COMPETENCIES, TROUBLE, RANGE OF REALISTIC ROLES, AUDIENCE, PRODUCT OR PERFORMANCE AND SCORING RUBRIC (S.T.R.A.P.S) FORMAT AND PUPILS ACHIEVEMENT IN ENGLISH V

The study aimed to determine the outcomes of performance tasks in S.T.R.A.P.S format and its relationship to pupils? achievement in English V of Mayondon Elementary School. A quasi-experimental design was utilized to compare the scores of the pre-test and post-test as well as the performance task scores of both comparison and experimental groups. Sixty pupils from experimental and 60 pupils from the comparison groups were the source of the data. Comparison of the mean scores, standard deviation and the Two-sample T-test results were used to determine the aftermaths of the S.T.R.A.P.S. It was found out that the experimental group and comparison groups got a pretest mean score of 20.42, which is interpreted as low. The experimental group got a mean score of 77.37 and 82.68 for the second and third quarters and interpreted as average, while the controlled group got a mean score of 73.68 for the second quarter and 72.40 for the third quarter. There is a significant difference on the results of the post-test between two groups. The posttest is a test similar to the pretest. The test was given to determine the changes in terms of skills and understanding of pupils on the competencies and standards taken from the curriculum guide in English. It was concluded that there is a significant difference between the performance of the pupils from the experimental and comparison groups and the performance task format was found effective. Hence, further research may be conducted about different formats for performance task based assessment.