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Prof Ed 10 Reviewer 2024

The document discusses the concepts of assessment in learning, defining it as the process of gathering data to inform decisions about student learning. It distinguishes between summative and formative assessments, traditional and alternative assessment strategies, and outlines various models of alternative assessment such as emergent, developmental, and authentic assessments. Additionally, it presents principles for assessing learning using alternative methods, emphasizing the importance of a holistic approach that reflects real-life contexts.

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21 views3 pages

Prof Ed 10 Reviewer 2024

The document discusses the concepts of assessment in learning, defining it as the process of gathering data to inform decisions about student learning. It distinguishes between summative and formative assessments, traditional and alternative assessment strategies, and outlines various models of alternative assessment such as emergent, developmental, and authentic assessments. Additionally, it presents principles for assessing learning using alternative methods, emphasizing the importance of a holistic approach that reflects real-life contexts.

Uploaded by

emmanuelsindol
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PROF ED 10 REVIEWER 2024

Assessment in Learning 2
WEEK 1 & 2
Assessment
from the Latin word “assidere” meaning “to sit beside another”
-defined as the process of gathering quantitative and/or qualitative data for the purpose of making
decisions
Learning
According to Oxford Dictionary, learning is the acquisition of knowledge or skills through experience,
study, or by being taught.
Assessment of Learning
- 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 in learning can be
characterized as a process; based on objectives; and from multiple sources.
Summative Assessments
refers to the use of assessment to identify the needs of students in order to modify instruction or
the learning activities in the classroom.
Formative Assessments
Assessment can be considered as an umbrella term consisting of measurement and evaluation.
Traditional Assessments
- the use of traditional assessment strategies of tools to provide information on students learning. These
traditional assessment strategies are typically used in the classroom because they are easier to design and
quicker to be scored.
- non-traditional assessment strategies or tools to collect information on student learning.
According to Silvestre-Tipay, 2009, the following are the features of alternative assessments:
1. Assessment is based on authentic tasks that demonstrate learner’s ability to accomplish
communication goals;
2. Instructor and learners focus on communication, not right and 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.
Different Models of Alternative Assessment
1. Emergent Assessment – based on Michael Scriven’s Goal-Free Evaluation Model (1967)
- the focus is on both intended and unintended effects or learning outcomes
- the assessor uses multiple methods to record all data/evidences, both direct and indirect, as accurately
as possible using qualitative method
Direct evidences – tangible and compelling evidences of what the students have and have not learned
Indirect evidences – the proxy signs for learning that are less intangible and less compelling
2. Developmental Assessment – focuses on determining the extent that students have developed their
competencies from instructions.
Pre-test
Post – test
- Developmental assessment is said to be useful for assessing learning outcomes based on students’
development rather than the final product.
3. Authentic Assessment – the assessment of student learning 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.
The following can be used as criteria in determining if an assessment task or activity is authentic or not
(Silvestre-Tipay 2009):
The assessment task or activity can ...
1. be built around topics or issues of interest to the students;
2. replicate real-world communication contexts and situations;
3. involve multistage tasks and real problems that require creative use of
language rather than simple repetition;
require learners to produce a quality product or performance;
5. introduce the students to the evaluation criteria and standards;
involve interaction between assessor (instructor, peers, self) and person
assessed; and allow for self-evaluation and self-correction as they proceed.
Principles in Assessing Learning Using Alternative Methods
1. Assessment is both process – and product- oriented.
2. Assessment should focus on higher order cognitive outcomes.
3. Assessment can include a measure of noncognitive learning outcomes.
4. Assessment should reflect real-life and real-world contexts.
5. Assessment must be comprehensive and holistic.
6. Assessment should lead to student learning.

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