Asbury College Incorporated

Poblacion Anda Pangasinan

C.Y 2023-2024

Group 1

Title: Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

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

Significant Culminating Performance Task and Success Indicators

At the end of the 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 the 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 the Explain alternative assessment in terms of the matrix
traditional and alternative assessment of learning developed.

Propose a plan or strategy for assessing student Plan assessment practices that apply the principles in
learning based on the core principles in assessing assessing learning using alternative assessment
learning using alternative methods of assessment. methods.

Prerequisite of This Lesson

As this is the first lesson, there is no prerequisite lesson that you need to have read and understood.
However, an adequate understanding of lessons learned in your Assessment in Learning 1 course may
help you understand and appreciate this lesson better. It is suggested that you go back to these lessons
if there is an opportunity.

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 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.

What is traditional assessment?

Traditional assessment

 refers to the use of traditional assessment strategies or tools to provide information on student
learning.
 most teachers use this method to assess and evaluate the learning of students in the classroom.
 typically, objective (e.g. multiple-choice) and subjective (eg, essay) paper-and-pencil tests are
used to assess students.

What is traditional assessment?

Traditional assessment

 are often used as the basis for evaluating and grading students.
 They are more commonly used in classrooms because they are easier to design and quicker to
be scored.

What is alternative assessment?

Alternative assessment

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

What is alternative assessment?

Alternative assessment

 At the core of this assessment is the need to design and implement assessment tasks or
activities that refrain from using traditional paper-and-pencil tests, which typically assess
cognitive learning outcomes and thus have right or wrong answers.

What is alternative assessment?

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

2. Instructor and learners focus on communication, not on right and wrong answers:

3. Learners help to set the criteria for successful completion of communication tasks; and

4. Learners have opportunities to assess themselves and their peers.

While the practice of assessing learning using traditional methods like paper and-pencil tests is still
common in many classrooms, there is an emerging trend toward the use of alternative assessment or
assessment using nontraditional methods, which in theory and practice can capture learning targets and
learning outcomes in more authentic ways. Indeed, the use of alternative assessment can lead to more
authentic assessment of learning, In comparison, traditional assessments are viewed as less authentic
types of assessment.

While traditional assessment typically uses paper-and-pencil tests, alternative assessment is more
concerned with performance assessment or performance based assessment.

What is performance 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 of product
creation. The emphasis is on assessing what students know and what they can do. If the task to be
demonstrated closely resembles what is typical performed or experienced in the real world (high degree
of realism), then performance assessment is also more authentic.

What is portfolio assessment?

Another alternative method of assessing, learning is through portfolio assessment, which pertains to
students' construction and use of portfolios in a purposeful and systematic manner in order to
document their progress in the attainment of learning targets.

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

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 (Tolentino 2009).

A portfolio assessment also allows the assessment of students' learning processes and products/outputs
in a comprehensive and integrative manner.
Other alternative strategies for assessing learning are assessment of non-cognitive learning outcomes
through performance rubrics (for psycho-motor outcomes) and rating scales and checklists(for affective
or dispositional outcomes)

The use of rubrics and scales may also provide opportunities for using 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 is based on Michael Scriven's goal free evaluation model (1967). 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. With this model, assessment is more qualitative and the
assessor uses multiple methods to record all data accurately and determine their importance and
quality. Hence, categories emerge from the observations of the assessor. In this model, direct and
indirect evidence of student learning 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 tangible and less compelling compared to direct evidence.

2. Developmental assessment, on the other hand, 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. It involves a comparison
of what students can do at different time points and or different contexts to assess if there is progress.
Developmental assessment is said to be useful for assessing 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 is the most popular model for alternative assessment. It is an approach in 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 authenticity of assessment tasks is best described in terms of degree and not in
terms of the presence or absence of authenticity. Hence, an assessment can be more authentic or less
authentic compared to other assessments. The most authentic assessments are the ones that allow
performances that most closely resemble real-world tasks or applications in real-world settings or
environments.

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 assessor (instructor, peers, self) and person assessed, and
7. allow for self-evaluation and self-correction as they proceed.

What are the 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 student products or outputs, nontraditional 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 thinking 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 noncognitive learning outcomes. Traditional assessment focuses
on knowledge and other cognitive learning. outcomes. However, psychomotor and affective outcomes
are also important learning outcomes, and there are learning targets that are noncognitive in nature.
Hence, an assessment should also consider the assessment of these noncognitive outcomes.
Nontraditional assessment tools like rubrics, scales, and checklists allow the measurement of non
cognitive learning outcomes that allow a more complete and assessment of student learning.

4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should be
authentic. The assessment should closely, if not fully approximate real-life situations or experiences.
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 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. Moreover, the use of both traditional
assessment and alternative assessment strategies and tools. should be considered. Nontraditional
methods of assessment (eg., use of rubrics, scales) allow the possibility of multiple assessors, including
the use of self and peer assessment. This ensures that students are being assessed in a more
comprehensive and holistic way.

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.