Lesson 1

Basic Concepts, Theories,

and Principles in Assessing
Learning Using Alternative
Methods
Desired Learning Outcomes

In this lesson, you are expected to:

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.
Performance Tasks
At the end of Lesson 1, you should be able
to:
1. Develop a matrix of the difference between the
traditional and alternative assessment of
learning.
2. Propose a plan of strategy for assessing
student learning based on the core principles
in assessing learning using alternative methods
of assessment.
What is Assessment?

 The process of
gathering quantitative
and/or qualitative
data for the purpose
of making decisions.
What is Assessment of Learning?

 The systematic and

purpose-oriented
collection, analysis,
and interpretation of
evidence of student
learning in order to
make informed
decision relevant to the
learners.
What is 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.
 Formative in nature – meant
to identify gaps in the
learning experience of
students, so they can be
assisted in achieving the
curriculum outcomes.
What is Traditional Assessment?
 Refers to the use of
traditional assessment
strategies or tools to
provide information on
student learning.
- objective paper-
and-pencil test are
used to assess
students.
 Often used as basis for
evaluating and grading
students.
What is an alternative assessment?
What is an alternative assessment?

• Alternative Assessment refers to the use of

alternative or nontraditional assessment
strategies or tools to collect information on
student learning.
• Examples of alternative forms of assessment
are performance-oriented and product-
oriented assessment methods.
What is an alternative assessment?

• At the core of alternative 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.
 Features of Alternative Assessment
(Silvetre-Tipay 2009, p.58)
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 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.
 ….the use of alternative
assessment can lead to more
authentic assessment of
learning….
….is more concerned with 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.
• The emphasis is on
assessing what students
know and what they can
do.
• If the task to be
demonstrated closely
resembles what is
typically performed or
experienced in the real
world (high degree of
realism), then
performance assessment
is also more authentic.
• Portfolio assessment
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
accompanied by personal
narratives and reflections.
• 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.
• Performance rubrics (for
psychomotor 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 classroom.
Models of Alternative Assessment
The three most common models of nontraditional
assessment are:
(1)Emergent Assessment,
(2)Developmental Assessment, and
(3)Authentic Assessment
 Emergent Assessment
• 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
• 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.
 Emergent Assessment
• 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."
 Developmental Assessment
• 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.
• 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
• 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.
 Authentic Assessment
• 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.
 Authentic Assessment
• 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.
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;
Criteria in Determining if an Assessment
Task or Activity is Authentic or Not
(Silvestre-Tipay 2009)
The assessment task or activity can...
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
Principles in Assessing Learning using
Alternative Methods
1. Assessment is both process- and product-
oriented.
 gives equal importance to student
performance or product and the process they
engage in to perform or produce a product.
Principles in Assessing Learning using
Alternative Methods
2. Assessment should focus on higher-order
cognitive outcomes.
For assessment to be valid and authentic, it should
require students to demonstrate their knowledge.
The focus should be on higher-order cognitive
outcomes or skills.
The use of nontraditional or alternative assessment
allows the assessment of both lower and higher-
order cognitive outcomes.
Principles in Assessing Learning using
Alternative Methods
3. Asessment can include a measure of
noncognitive learning outcomes.
Assessment of psychomotor and affective
outcomes are also important learning
outcomes, they are considered noncognitive
learning outcomes.
They can be assessed using rubrics, scales, and
checklists.
Principles in Assessing Learning using
Alternative Methods
4. Assessment should reflect real-life or real-
world contexts.
Assessment should closely, if not fully
approximate to real-life situations or
experiences.
More authentic tasks expected to be more
meaningful for students.
Learning by doing.
Principles in Assessing Learning using
Alternative Methods
5. Assessment must be comprehensive and
holistic.

Assessment should be conducted in multiple

periods to assess learning overtime.
Use of traditional and authentic assessment
should be considered.
Principles in Assessing Learning using
Alternative Methods
6. Assessment should lead to student
learning.
Assessment should be like classroom instruction.
Assessment for learning – the use of assessment to
identify the needs of the students in order to modify
instruction or the learning activities in the classroom.
Assessment as learning – used assessment tasks,
feedbacks, and results to help students practice self-
regulation and make adjustments in order to achieve the
curriculum outcomes.