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AIL 2 report

The document provides an introduction to alternative assessment methods in education, defining key concepts such as assessment of learning and assessment for learning. It outlines various non-traditional assessment strategies, including performance and portfolio assessments, and discusses different models like emergent, developmental, and authentic assessments. Additionally, it emphasizes principles for effective assessment, such as focusing on higher-order cognitive outcomes and ensuring assessments reflect real-world contexts.

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Lambert Crisanti Magallon
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9 views

AIL 2 report

The document provides an introduction to alternative assessment methods in education, defining key concepts such as assessment of learning and assessment for learning. It outlines various non-traditional assessment strategies, including performance and portfolio assessments, and discusses different models like emergent, developmental, and authentic assessments. Additionally, it emphasizes principles for effective assessment, such as focusing on higher-order cognitive outcomes and ensuring assessments reflect real-world contexts.

Uploaded by

Lambert Crisanti Magallon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Republic of the Philippines

Commission on Higher Education


Region VIII – Eastern Visayas
MATER DIVINAE GRATIAE COLLEGE, INC.
Brgy. 12, Picardo Airport, Dolores, Eastern Samar

Chapter I: Introduction to Assessment in Learning 2

Lesson 1: Basic Concepts, Theories, and Principles in Assessing Learning using


Alternative Methods

Objectives:

1. Define and explain the alternative assessment and related concepts; and

2. Demonstrate an understanding of the different principles in assessing learning using


alternative methods of assessment

Assessment

 Is generally defined as the process of gathering quantitative and/or qualitative data for
the purpose of making decisions.

Assessment of Learning

 Can be defined as the systematic and purpose-oriented collection, analysis, and


interpretation of evidence of students 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.

Traditional Assessment

 Refers to the use of traditional assessment strategies or tools to provide informon


student learning. Typically, objective (multiple choice) and subjective (e. g. essay)
paper-and-pencil tests are used to assess students.

Alternative Assessment

 Refers to the use of alternative or non-traditional assessment strategies or tools to


collect information on students learning.

NON TRADITIONAL ASSESSMENT


1. 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.

2. Portfolio Assessment

 A portfolio is a collection of learning and performance artifacts by a student and is


typically accompanied by personal narratives and reflection. The use of a portfolio
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.

Different Models of Alternative Assessment

1. Emergent assessment

 In this model, the assessment focuses on determining the "effects" of instruction


on students. The emphasis is on the assessment of both the intended and
unintended effects or learning outcomes. Hence, assessment is not limited to
collecting information if the intended learning outcomes defined were met or not,
but also gives importance to unintended learning outcomes whether positive or
negative.

 Emergent assessment examines how and what the educational program and
instruction are doing to address the needs of students. The assessor should have
no preconceived notions or biases regarding learning outcomes or instructional
goals.

2. Developmental assessment

 Focuses on determining the extent that students have developed their


competencies from instruction. This model adopts a pre-test and post- test
methodology to collect information if a student has developed or improved after
instruction.

 Developmental assessment is said tobe useful for assessing learning outcomes


based on students development rather than a final product.

3. Authentic assessment

 Is the most popular model for alternative assessment. It is an approach in the


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 most authentic assessments are the ones that allow performances the most
closely resemble real-world tasks or application in real-world settings or
environment.

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;
4. require learners to produce a quality product or performance;
5. introduce the students to the evaluation criteria and standards;
6. involve interaction between assesso (instructor, peers, self) and person assessed;
and
7. allow for self-evaluation and self-correction as they proceed.

Different Principles in Assessing Learning using Alternative Methods

1. Assessment is 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 methods are focused on assessing students products or outputs,
non-traditional or alternative methods like performance assessment and portfolio
assessment give value to 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).

3. Assessment can include a measure of noncognitive learning outcomes

 Traditional assessment focuses on knowledge and other cognitive learning


outcomes. However, psychomotor and affecttive outcomes are also important
learning outcomes, and there are learning targets that are non-cognitive in
nature.

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


 Assessment tasks or activities should be authentic. Authenticity of assessment
can be thought of as a continuum from least authentic to most authentic, with
more 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 strategies and tools designed


to assess student learning in a more integrative way. The use of both traditional
assessment and alternative assessment strategies and tools should be
considered.

6. Assessment should lead to student learning

 This means that assessment should be like classroom instruction. This


principle is 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.

Submitted by:

Desalin, Shinne Angel N.


Lopega, Rommelyn
Waniwan, Christine Mae
Pecayo, Valerie
BEED 3- Students

Submitted to:

Sir. Roniel A.Campanero


Instructor

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