1

COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Avenue, Victorias City, Negros Occidental, 6119

ASSESSMENT OF LEARNING 2
(Educ. 316 A)

Module 1: Introduction to Assessment Learning 2

Lesson 1: Basic Concepts, Theories and Principles in assessing Learning

Using Alternative Methods

LEARNING OUTCOME

At the end of the lesson, the pre-service should be able to:

 define and explain the alternative assessment and related concepts
 demonstrate an understanding of the different principles in assessing learning
using alternative methods of assessment

INTRODUCTION

An adequate understanding of lessons learned in your Assessment of Learning 1 will help

you understand and appreciate this course better. It is suggested that you go back to these
lessons as called for.

At the end of this lesson, you should be able to prepare an assessment plan to show
understanding of the concepts and principles in assessing learning using alternative methods of
assessment. You are considered successful in this culminating performance task if you have
satisfied at least the following indicators of success.

Performance Tasks Success Indicators

Develop a matrix of the difference between Explain alternative assessment in terms of the
the traditional and alternative assessment of matrix developed
learning
Propose a plan or strategy for assessing Plan assessment practices that apply the
student learning based on the core principles principles in assessing learning using
in assessing learning using alternative alternative assessment methods
methods of assessment

2nd Semester AY 2020-2021

 2

LEARNING INPUTS

What is an Alternative Assessment?

 Assessment is generally defined as the process of gathering quantitative and/or

qualitative data for the purpose of making decision, whereas

 Assessment of learning is defined as the systematic and purpose-oriented

collection, analysis, and interpretation of evidence of student
learning in order to make informed decisions relevant to the learners.

 Assessment for learning refers to the use of assessment to identify the needs
of students in order to modify instruction or the learning activities in the classroom.
Assessment for learning is formative in nature, and it is meant to identify gaps in
the learning experiences of students so they can be assisted in achieving the
curriculum outcomes

 Traditional assessment refers to the use of traditional assessment

strategies or tools to provide information on student learning. Typically
objective type of test (multiple choice) and subjective type of test (essay),
paper-and-pencil test. Traditional assessments are often used as the basis
for evaluating and grading students. They are commonly used in the
classroom because they are easier to design and quicker to be scored.

Alternative assessment
 refers to the use of alternative or non-traditional assessment strategies or
tools to collect information on student learning.
a) Performance-oriented assessment method
b) Product-oriented assessment method

 At the core of alternative assessment, there is a need to design and

implement assessment tasks and activities that refrain from using
traditional paper-and-pencil test which assesses cognitive learning
outcomes thus have right or wrong answers.

Features of Alternative Assessment

1. Assessment is based on authentic tasks that demonstrate learners’ ability to accomplish

communication goals
2. Instructor and learners focus on communication, not on right or wrong answers
3. Learners help to set the criteria for successful completion of communication tasks
4. Learners have opportunities to assess themselves and their peers.

2nd Semester AY 2020-2021

 3

The use of alternative assessment (non-traditional) can lead to more authentic assessment of
learning. Traditional assessment are viewed as less authentic types of assessment.

Alternative assessment is more concerned on performance assessment or performance-based

assessment.

Performance-assessment

 refers to assessing student learning by requiring a student to perform a task or

develop a product as a demonstration of one’s learning.
 the focus of the assessment is on providing opportunity for the students to apply
what they have learned through task performance and or product creation.
 If the performance task is based on real world, then it is authentic.

Portfolio Assessment

 The Portfolio is a collection of learning and performance artifacts by a student and

is typically accompanied by personal narratives and reflections.
 It allows students to document and demonstrate their accomplishments in the
classroom and provide opportunities to the learners and their teachers to evaluate
the progress in a given period of time. (Tolentino 2009)
 A portfolio assessment also allows the assessment of students’ learning processes
and products/outputs in a comprehensive and integrative manner.

Other non-cognitive learning outcomes are assessed through performance rubrics (for
psychomotor outcomes) rating scales and checklist (for affective or dispositional outcomes)

Rubrics and scales also provide self-assessment and peer assessment which allow for a more
comprehensive assessment of student learning and performance in the classroom.

What are the different models of alternative assessment?

1. Emergent assessment
 it is based on Michael Scriven’s goal free evaluation model (1967)
 this determines the effects of instruction to the students – intended learning
outcomes (met or not) and unintended learning outcomes (negative or positive)
 it examines how and what the educational program and instruction are doing to
address the needs of students. The assessor should have no biases or
preconceived notions as regards learning and instructional outcomes.
 This assessment is more on qualitative and the assessor uses multiple methods
to record all data accurately and determine their importance and quality, based on
the observation of the assessor
 Direct and indirect evidence are both collected. Direct evidence refers to
tangible and compelling evidence of what students have and have not learned,
whereas, Indirect evidence refers to proxy signs for learning that are less tangivle

2nd Semester AY 2020-2021

 4

and less compelling compared to direct evidence.

2. Developmental Assessment
 Focuses on determining the extent that students have developed their
competencies from instruction
 This model adopts the Pre-test and Post-test method to collect information
is a student has developed or improved after instruction.
 It involves the comparison of what students can do at different time points
and or different contexts to assess if there is progress.
 It is useful in assessing student learning outcomes based on students’
development rather than a final product.
 Assessors should have adequate knowledge of how a skill or attribute
develops so appropriate assessment strategies and tools can be designed.

3. Authentic Assessment
 Most popular model for alternative assessment
 It is an approach that refers to the use of assessment strategies or tools that allow
learners to perform or create a product that is meaningful to the learners as they
are based on real-world contexts.
 It is best described in terms of degree and not in terms of presence or absence of
authenticity.
 The most authentic assessment are the ones that allow performances that most
closely resemble real-world tasks or application in real-world settings or
environments
 Criteria for determining if an assessment task or activity is authentic or not.
(Silvestre-Tipay 2009)

The assessment task or activity can be:

1) be built around topics or issues of interest to the students
2) replicate real-world communication context and situation
3) involve multistage tasks and real problems that require creative use of
language rather than simple repetition
4) require learners to produce a quality product or performance
5) introduce the students to the evaluation criteria and standards
6) involve interaction between assessor (instructor, peers, self) and person
assessed
7) allow for self-evaluation and self-correction as they proceed.

What are the different principles in assessing learning using alternative methods?

Core Principles in using Alternative Assessment

1. Assessment if both process and product-oriented

An assessment gives equal importance to student performance or product and the

process they engage in to perform or produce a product. While traditional assessment can
alternative methods like performance assessment and portfolio assessment give value to

2nd Semester AY 2020-2021

 5

the product developed by students, as well as in the process students have undergone to
develop the product.

2. Assessment should focus on higher-order cognitive outcomes

For assessment to be valid and authentic, it should require students to demonstrate their
knowledge. However, the focus should be on providing tasks or activities that would allow
students’ demonstration of higher order cognitive outcomes (e.g. creating, analyzing) or
skills (e.g. creativity, critical thinking). The use of nontraditional or alternative methods of
assessment like performance assessment allows the assessment of both lower-order and
higher-order cognitive outcomes in ways that are more authentic

3. Assessment can include a measure of non-cognitive learning outcomes.

Traditional assessment focus on knowledge and other cognitive learning outcomes.
However, psychomotor and affective outcomes are also important and are noncognitive
outcomes. Nontraditional assessment tools like rubrics, scales, and checklists allow the
measurement of noncognitive learning outcomes that allow a more complete and
assessment of student learning.

4. Assessment should reflect real-life or real-world context.

Assessment tasks or activities should be authentic. Assessment should reflect real-life
situations or experiences.it is a continuum from less authentic to most authentic tasks
expected to be more meaningful for students. Performance assessment is optimal if the
performance task to be demonstrated is similar or close to what is expected in the real
world.

5. Assessment must be comprehensive and holistic

Assessment should be performed using a variety of strategies and tools designed to
assess student learning in a more integrative way. Assessment should be conducted in
multiple periods to assess learning over time. Assessment should include both traditional
and alternative assessment. Non-traditional methods of assessment (rubrics, scales,
checklists self and peer assessment) need multiple assessors. This ensures that students
are being assessed in a more comprehensive and holistic way.

6. Assessment should lead to student learning

Assessment should be like classroom instruction consistent with the concepts of
assessment for learning and assessment as learning. Assessment for learning refers
to the use of assessment to identify the needs of students in order to modify instruction or
the learning activities in the classroom. In assessment as learning, assessment tasks,
results and feedback are used to help students practice self-regulation and make
adjustments in order to achieve the curriculum outcomes.

ACTIVITY 1.1

Answer the following questions and prepare for oral test

1. What is alternative assessment of learning?

2. How similar or different is traditional assessment from alternative assessment?
3. Give three models of alternative or nontraditional assessment

2nd Semester AY 2020-2021

 6

4. Give three criteria for an assessment task or activity to be considered as authentic

5. Give and explain three principles in assessing learning using alternative methods

STUDENT OUTPUT 1.1

Fill in the data in the table below:

Differences between Traditional Assessment and Alternative Assessment

Area Traditional Assessment Alternative Assessment

Definition Use of traditional
assessment strategies or
tools to provide information
on student learning
Tools Paper-and-Pencil tests
Focus Knowledge
Orientation Outcome-oriented
Assessor Teacher or External

2nd Semester AY 2020-2021

 7

ASSESSMENT OF LEARNING 2
(Educ. 316 A)
Module 1: Introduction to Assessment Learning 2

Lesson 1: Basic Concepts, Theories and Principles in assessing Learning

Using Alternative Methods

Name _____________________________Course _________ Date

Based on the lessons on the basic concepts and principles in assessing learning using non-
traditional or alternative methods, select three core principles in assessing learning and explain
them in relation to your experience with a previous or current teacher in one of your
courses/subjects

Example:

Principle Illustration of Practice

1. Assessment should reflect real-life or Our teacher required us to make a lesson plan
real world contexts illustrating strategies for teaching reading and
were we asked to demonstrate the lesson in
front of my classmates. My teacher used the
rubrics in rating me how I performed the
demonstration and discussed her evaluation.

Principle Illustration of Practice

1.

2.

2nd Semester AY 2020-2021