Lesson 1:

Basic Concepts, Theories,

and Principles in Assessing
Learning Using Alternative
Methods
Reporters:
Jane Gacelos
Lexie Mahinay
Objectives
• Define and explain alternative
assessment and related concepts, and
• Demonstrate an understanding of the
different principles in assessing
learning using alternative methods of
assessment
What is Assessment?
is the generally defined as the process
of gathering quantitative and/or
qualitative data for the purpose of
making decisions.
Assessment of Learning
Can be define 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 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 information on student learning.
Example:
*objective (multiple choice)
*subjective(essay)
* Paper-and-pencil test
Alternative Assessment
refers to the use of alternative or non-
traditional assessment strategies or tools
to collect information on student
learning.
Example:
*Performance-oriented assessment
*Product-oriented assessment
 FEATURES OF ALTERNATIVE ASSESSMENT
(SILVESTRE-TIPAY, 2009)
1. Assessment is based on authentic tasks that
demonstrate learner’s ability to accomplish
communication goals;
2. Instructor and learners focus on
communication, not on right and wrong
answer;
3. Learners help to set the criteria for successful
completion of communication task; and
4. Learners have opportunities to assess
themselves and their peers.
OTHER ALTERNTIVE METHODS OF
ASSESSING LEARNING:
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.
2. PORTFOLIO ASSESSMENT- is a collection
of learning and performance artifacts by a
student and is typically accompanied by
personal narratives and reflection.
3. RUBRICS – is a guide of the teachers on how to
rate the students.
4. CHECKLIST- an assessment tool that lists
criteria to evaluate a participant's skills, behaviors,
or attitudes. Checklists are used to identify if a
participant has met the expected standards.
Different models of alternative assessment

1. Emergent Assessment

2. Developmental Assessment

3. Authentic Assessment.
 EMERGENT ASSESSMENT
 It’s based on Michael Scriven's goal free
evaluation model (1967).

In this model, the assessment focuses on

determining the "effects" of instruction on
students.

It’s more on gathering qualitative data through

direct and indirect observation.
 EMERGENT ASSESSMENT
Direct evidence refers to tangible and
compelling evidence of what students have
and have not learned.

Indirect evidence refers to proxy signs for

learning that are less tangible and less
compelling compared to direct evidence.
 DEVELOPMENTAL ASSESSMENT
It 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.
 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 following can be used as criteria in
determining if an assessment task or
activity is authentic or not (Silvestre-Tipay
2009):

1. be built around topics or issues of

interest to the students;

2. replicate real-world communication

contexts and situations;
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;

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.
 Different principles in
assessing learning using
alternative methods
 There are many principles in the
assessment of learning using
alternative assessment or
nontraditional methods. Based on
the different readings and
references on these principles, the
following may be considered as
core principles:
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.
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 affective
outcomes are also important learning
outcomes, and there are learning targets
that are non cognitive in nature.
An assessment should also consider the
assessment of these non cognitive outcomes.
 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.
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.
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.