ASSESSMENT IN

LEARNING 2
1. Define Assessment

 ASSESSMENT is generally defined the process of gathering quantitative and

or/qualitative data for the purpose of making decisions, whereas
assessment of learning can be defined as a systematic and purpose-
oriented collection, analysis, and interpretation of evidence of student
learning in order to make informed decisions relevant to the learners. In
contrast, assessment for learning refers to the use of assessment to identify
the needs of students in order to modify instruction or the learning
strategies 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.

2. Differentiate Traditional assessment from Alternative assessment

 Traditional assessment refers to the use of traditional assessment

strategies or tools to provide information on student learning. Typically,
objective and subjective paper-and-pencil tests are used to assess students.
Traditional assessments 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 while Alternative
assessment refers to the use of alternative or non-traditional assessment
strategies or tools to collect information on student learning. Examples of
alternative forms of assessment are performance-oriented and product-
oriented assessment method. 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.
3. Explain 3 models of Alternative or nontraditional assessment

 Emergent assessment – is based on Michael Scriven’s goal free evaluation

model. 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 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.

 Development assessment – on the other hand, focuses on determining that

extent that students have develop 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.
 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.

4. Discuss 3 principles in assessing learning using alternative models

 Assessment is both process- and product oriented. An assessment gives

equal importance to student performance or product and the process they
engage into perform or produce a product. While traditional assessment
methods are focused on assessing student products 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.
 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
task or activities that would allow student demonstration of higher-order
cognitive outcomes. 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.
  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
noncognitive learning outcomes that allow a more complete and
assessment of student learning.

5. When do you considered an assessment task or activity to authentic.

Defend your stand.

ACTIVITY 2.
REFER CHAPTER 1 LESSON 2

1. Differentiate objectives from learning targets

 Educational objectives are specific statements of student performance at
the end of an instructional unit. Educational objectives are sometimes
referred to as behavioral objectives and are typically stated with the use of
verbs while Learning targets is a statement on what students are supposed
to learn and what they can do because of instruction. Learning targets are
more specific compared with educational goals, standards, and objectives
and lend themselves to more specific instructional and assessment
activities.
2. Cite common typologies of Learning targets

 Knowledge targets – refers to factual, conceptual, and procedural

information that students must learn in a subject or content area.
 Reasoning targets – Knowledge- based thought processes that students
must learn. It involves application of knowledge in problem- solving,
decision – making, and other tasks that require mental skills.
 Skills target- Use of knowledge and or reasoning to perform or
demonstrate physical skills.
 Product Targets – Use of knowledge reasoning, and skills in creating a
concrete or tangible product.
 Affective targets – Refers to affective characteristics that students can
develop and demonstrate because of instruction.