Using performance tasks to assess wider competencies at Hulin No. 1

Research on the Design of Comprehensive Performance Evaluation Activities for Students — Mid-term Practice Exploration and Stage Achievements  

Guo Jianfang  

Hulin No.1 Middle School, Heilongjiang Province  

1. Summary of the progress made on the project at each stage  

(1) Review of the research background and objectives  

Hulin No.1 Middle School is a school located in the urban-rural fringe area, covering grades 7–9. The school has approximately 1,200 students, among whom about 67% are students from rural areas. Traditional evaluation methods rely on written tests, which make it difficult to accurately measure students’ development in various aspects such as labor skills, sense of responsibility toward the country, and social participation. This research aims to address these issues by leveraging information technology to innovate student evaluation methods. Through data mining and performance-based evaluation activities conducted using the SEED platform, we hope to solve the following key problems:  

(1) How can we develop scientific and actionable performance evaluation activities to accurately assess the overall quality of students?  

(2) How can activities be designed to stimulate students’ sense of social participation and their love for their country?  

(3) How can the professional capabilities of teachers be enhanced in designing and implementing such evaluation activities?  

As of mid-2025 (June 2025), the research team has completed the main tasks of the preparation, research, and design stages, and is now in the implementation and verification phase. The progress made at each stage is summarized as follows.  

(II) Major tasks completed  

1. Theoretical research and framework construction  

Literature and Policy Review: By searching for keywords such as “performance evaluation”, “comprehensive quality evaluation”, and “SEED platform application” in databases like CNKI and Wanfang, 87 academic papers and 12 policy documents (such as “Compulsory Education Curriculum and Curriculum Standards (2022 Edition)”) were collected. A report titled “Review of the Theoretical Foundations and Practice Models of Performance Evaluation” was then compiled.  

Optimization of theoretical framework: Members of the organization’s team (Wang Xuhua, Bao Lianfeng, etc.) conducted six specialized discussions, and identified three key principles for the design of performance-based evaluation activities: authenticity (based on real-world scenarios), comprehensiveness (covering multiple dimensions of competence), and developmental nature (focusing on the process of growth). Taking into account the actual conditions of the school, a four-step design framework consisting of “goal setting – task design – standard establishment – implementation and feedback” was established.  

2. Practical exploration and pilot implementation  

Research on current evaluation activities: A three-dimensional research method consisting of “questionnaires, interviews, and observations” was used. This approach covered 3 academic years and 12 classes across the entire school. A total of 450 student questionnaires were distributed (432 were valid), and 30 teacher questionnaires were sent (28 were valid). There were 15 interviews with class advisors, and 30 student representatives were interviewed. The results show that current evaluation activities mainly focus on “subject competitions” and “volunteer services”, accounting for 68% of the activities. However, there are issues such as “monotonous tasks” (focusing only on results) and “ambiguous criteria” (lack of process-related indicators). 73% of teachers believe that “performance-based evaluations can better reflect students’ abilities”, but 61% of them say that they lack experience in designing such evaluations.  

Design and initial implementation of pilot activities: Combining research issues and regional resources (Hutou Patriotic Education Center), school resources (Wutong Volunteer Team), and curriculum resources (Morality and Law, History), two types of performance evaluation activities were designed:  

“Red Gene Inheritance” activity (focusing on the aspect of patriotism): Based on the Hu Tou Patriotic Education Center, a task chain of “collecting red stories – delivering brief presentations – taking practical actions” was designed. This activity involves 4 classes from Grade 7 (120 students).  

“Community Service Star” activity (focusing on social participation aspects): In collaboration with the Wutong volunteer team, three classes from Grade 8 (90 students) were organized to participate in activities such as “community environment maintenance” and “care for the elderly”. They were required to submit “service logs, team summaries, and feedback from residents”.  

3. Data collection and preliminary analysis  

Data collection system established: Through the SEED platform, student development portfolios are linked. In the pilot classes, 230 photos of activities, 180 service logs, and 45 micro-lecture videos have been uploaded. Paper-based materials such as feedback forms and teacher guidance records are also collected simultaneously.  

Data analysis and initial assessment of outcomes: Using SPSS software, the data from the SEED platform (compared between 2024 and the first half of 2025) as well as questionnaire data were analyzed. It was found that: For students participating in the “Red Gene Inheritance” program, their scores in the “patriotism” category increased from 82.3 to 89.1 (P<0.05); for students participating in the “Community Service Star” program, their scores in the “social participation” category increased from 78.5 to 85.7 (P<0.05); the scores of teachers’ design abilities also increased from 65.2 to 76.8 (P<0.05). However, 42% of the teachers still considered that “the time required for carrying out these activities is too costly”.  

(3) Stage-specific achievements  

Research results that combine theory and practice  

Two interim reports have been completed: “Research Report on Current Comprehensive Quality Evaluation Activities in Hulin No.1 Middle School” and “Guidelines for the Design Framework and Principles of Performance Evaluation Activities”. Two practical tools, namely the “Gene Red Tradition Inheritance” activity manual and the “Community Service Star” evaluation scale, have been developed and are currently being used in pilot classes.  

Both student and teacher development are enhanced.  

At the student level: Students in the pilot classes demonstrated greater initiative during the activities. For example, Zhang, a student in the 7th grade, actively contacted veteran soldiers in Hutou Town to obtain oral historical materials during the “Micro-lectures on Red Stories” activity. His presentation video was then shared on the official account of Hulin City Education Bureau; the “Community Waste Sorting Promotion Plan” designed by a group of 8th-grade students was adopted and implemented by the community.  

At the teacher level: Wang Xuhua (history teacher) and Bao Lianfeng (language teacher) members of the project team have respectively developed “Case Studies on Performance Evaluation Activities in the History Subject” and “Paths to Integrating Language Practice Activities with Patriotism and National Sentiment”.  

The collaborative mechanism among schools, families, and communities has been initially established.  

A cooperation agreement was reached with the Hu Tou Patriotic Education Base, specifying matters such as the venue for activities and resource sharing. The Wutong Volunteer Team provided 3 volunteer mentors for the “Community Service Star” program, and parents reported that “their children are more aware of responsibility and commitment” (91% support rate in the parent questionnaire).  

II. Specific practical cases  

(1) Case studies of performance evaluation activities for “red gene inheritance”  

1. Case background  

Hulin City is one of the birthplaces of the Anti-Japanese United Front spirit. The Hutou Patriotic Education Base contains numerous historical relics related to the red revolution era. However, research shows that seventh-grade students’ understanding of “patriotic feelings” remains limited to textbook knowledge; they lack emotional resonance and the ability to translate this knowledge into real actions. Therefore, the research team designed an activity called “Inheritance of Red Genes”. The goal is to foster students’ patriotic feelings through a chain of tasks involving “knowledge, emotion, and action”.  

2. The process of practice  

Task design: The activity period is 3 months (March–May 2025), divided into three phases:  

Phase 1 (Knowledge collection): Working in groups of 4–5 people, by examining historical records and interviewing veterans (3 descendants of the Anti-Japanese Army fighters from Houtou Town), one local red story related to Hulin can be collected (for example, “The Night Attack by the Anti-Japanese Army at Houtou Fort”).  

Phase 2 (Emotional internalization): The group is required to create “short videos presenting ‘red-themed stories’” (with a duration of 5–8 minutes). These videos should incorporate historical context, details about the characters, and personal insights.  

Phase 3 (Action Transformation): Select one “Red Heritage Action” (such as telling red stories to community elders, designing “Red Culture Walls”, etc.), and submit records of the actions taken as well as reflection reports.  

Evaluation criteria: A dual-dimensional evaluation system of “process + outcomes” is used, with participation from teachers, parents, and community representatives.  

3. Practical effects  

At the student level: 92% of students said they “understand the meaning of the Red Spirit better,” and 85% of students actively participated in the subsequent “Red Culture Month” activities.  

At the teacher level: Ban Lianfeng, a teacher involved in the guidance, said, “Students are no longer merely passively receiving knowledge; instead, they actively explore history. This is something that cannot be achieved in traditional classrooms.”  

(II) Cases of performance-based evaluation activities for “Community Service Stars”  

1. Case background  

Students in Grade 8 are in a period of heightened awareness of their social roles. However, research shows that only 32% of students participate in community service activities, and this is mostly due to parental demands. In order to improve students’ ability to participate in society, the research team, in collaboration with the Wutong Volunteer Team, has developed the “Community Service Star” program. The goal is to cultivate the qualities of “active service and responsibility” through real-life service experiences.  

2. The process of practice  

Task design: The activity period is 2 months (April–May 2025), divided into three phases:  

Need assessment: Conduct group interviews with community workers to identify service requirements (such as “care for elderly people living alone” and “maintenance of the community environment”);  

Scheme design: Develop a service plan (timing, responsibilities, expected outcomes), and submit it for community review;  

Service implementation and summary: Carry out the services as planned, record “service logs” (including specific actions, challenges encountered, and solutions), and prepare a “service results display” (posters or PPTs).  

Evaluation criteria: A combination of “community evaluation” and “self-reflection” is adopted, with emphasis on the authenticity, initiative, and innovation of the services.  

3. Practical effects  

At the student level: 88% of students said they “are more willing to help others actively”. 76% of students learned “communication skills” and “problem-solving methods” during the service activities.  

At the community level: After the event, the community received letters of praise from residents, which showed great appreciation for the services provided to the students.  

At the teacher level: Wen Ting, a mathematics teacher, reported that “when designing service plans, students actively use mathematical statistical methods to analyze the needs of the elderly. This shows an improvement in their interdisciplinary abilities.”  

III. Existing problems and next steps  

(1) Existing problems  

The integration of theory and practice still needs to be further improved: Some teachers still rely on “experience-based” approaches in designing activities, and they do not apply the theory of “developmental evaluation” sufficiently. As a result, there is a lack of adequate “process-based feedback” for certain activities.  

The scope of the activity is limited: currently, only 4 classes in each of the 7th and 8th grades are being used as pilot projects; it has not yet covered the 9th grade or other subjects such as art and science. Therefore, the dissemination of the results is limited.  

Insufficient expertise in data collection and analysis: Although the SEED platform has been established for data integration, the analysis of qualitative data such as interview recordings and log texts still relies on manual efforts, resulting in low efficiency; some teachers are not proficient in using SPSS software.  

Professional support for teachers needs to be enhanced: Some teachers still have difficulties in areas such as “handling unexpected problems during activities” and “differentiated evaluations”.  

(2) Next steps  

1. Strengthen the deep integration of theory and practice

Once a month, a “theory + case study” seminar is organized. Experts are invited to conduct specialized training on topics such as “process-oriented feedback design in developmental evaluation” and “interdisciplinary task integration”. Three typical activity cases (such as “performance evaluation of scientific inquiry”) are selected, and teachers are involved in a “design–implementation–reflection” cycle to improve their practices, thereby developing replicable practices.  

2. Expand the coverage of activities and promote integration across disciplines

Starting from September 2025, these activities will be extended to 9th grade, as well as to subjects such as art and science. Activities such as “Campus Art Season Creative Works Evaluation” and “Science Experiment Challenges” will be organized. “Interdisciplinary Workshops” will be established to encourage teachers of morality and law, history, and art to jointly design interdisciplinary performance-based tasks (such as “Red Culture Theme Poster Design”).  

3. Optimize the data collection and analysis mechanisms

Improve the data tagging system on the SEED platform, and add process-related indicators such as “duration of participation in activities” and “peer evaluations”.  

4. Strengthen support for teachers’ professional development

Establish “Teacher Development Records” to document the progress of teachers in activity design, implementation, and reflection. Select “Performance Evaluation Design Experts” to motivate teachers to participate actively.  

IV. Supporting documents  

(1) Data  

Survey data: Among the students who participated in the pilot program, 90% believed that “the activities better showcase my abilities than exams”, and 85% said they would be more willing to participate in similar activities in the future.  

Comparison of data on the SEED platform: The scores of students in the pilot classes in terms of patriotism and social participation were significantly improved (P<0.05).

In previous research, a framework for designing performance-based evaluation activities was initially established in this project. The effectiveness of this framework was verified through pilot activities, but further improvements are needed in terms of theoretical integration, expanded coverage, and in-depth data analysis. Based on the mid-term report, the research team will focus on identifying problems and optimizing strategies, with the goal of developing a scalable “design for performance-based evaluation activities in schools in the urban-rural fringe areas” by the end of the project, thereby providing practical references for similar schools.