Republic of the Philippines

ISABELA STATE UNIVERSITY

ASSESSMENT IN LEARNING 2
(SEd Prof. 222/EEd Prof 222/TLEd Prof 222/PEd Prof 222)

A Self-Paced Learning Module for College

Students

MODULE

BASIC CONCEPTS, THEORIES,

AND PRINCIPLES IN ASSESSING
LEARNING USING ALTERNATIVE
METHODS
 BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING
LEARNING USING ALTERNATIVE METHODS

Introduction
Assessment is one of the most fraught and troublesome issues
educators have to deal with. We give an account of both traditional and
alternative forms of assessment, focusing in particular on recent
approaches that may be considered to belong to the latter category of
assessment. The traditional assessment instruments and subjective
assessment such as grading students’ effort have been popular
approaches to assessment. The alternative assessment approaches now
in use that have a stronger educational focus.
Learning Outcome
● 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.
Learning Content
This lesson helps you understand the basic concepts and principles in
assessing learning. The following are topics to be discuss:
Topic 1: Alternative Assessment
Topic 2: Different models of alternative assessment
Topic 3: Different principles in assessing learning using alternative
methods
Topic 1. Alternative Assessment
What is an alternative assessment?
● Assessment is generally defined as the process of gathering quantitative
and/or qualitative data for the purpose of making decisions, whereas
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. 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
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.
 In practice, most teachers use traditional assessment methods to
assess and evaluate the learning of students in the classroom. Traditional
assessment refers to the use of traditional assessment strategies or tools to
provide information on student learning. Typically, objective (e.g., multiple-
choice) and subjective (e.g., essay) 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.
In contrast, 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 methods. 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. The following are features of alternative assessment (Silvestre-
Tipay 2009, .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.
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 the 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. 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.
 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
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 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).
Other alternative strategies for assessing learning are assessment of non-
cognitive learning outcomes through performance rubrics (for psychomotor
outcomes). The use of rubrics and scales may also provide opportunities for
using self-assessment and peer assessment, which allow for more
comprehensive assessment of student learning and performance in the
classroom.
Topic 2. Different models of alternative assessment
What are the different 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 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. In this model,
direct and indirect evidence of students learning are both collected.
Developmental assessment, on the other hand, focuses on determining
the extent that students have developed their competencies from instruction.
This model adopts a pretest and post-test methodology to collect information
if a student has developed or improved after instruction. Developmental
assessment is said to be useful for assessing learning outcomes based on
students’ development rather than a final product.
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 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, peer, self) and person
assessed; and
7. Allow for self-evaluation and self-correction as they proceed.
Topic 3. Different principles in assessing learning using alternative
methods
What are the different principles in assessing learning using alternative
methods?
There are many principles in the assessment of earning 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. Hence, an assessment should also consider the
assessment of these noncognitive 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. 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.
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.
6. Assessment should lead to student learning. This means that
assessment should be like classroom instruction. This principle is consistent
with the concept of assessment for learning and assessment as learning.

Teaching and Learning Activities

Let us check what ideas you have acquired about the basic concepts and
principles in assessing learning using nontraditional or alternative methods.
1. What is an alternative assessment of learning?
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2. How similar or different is traditional assessment from alternative
assessment?
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3. Give three models of alternative or nontraditional assessment.
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4. Give three criteria for an assessment task or activity to be considered as
authentic.
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5. Give and explain three principles in assessing learning using alternative

methods.
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 To know if you have acquired the needed information about the basic
concepts and principles in alternative assessment, use the table provided to
develop a matrix of the difference between traditional assessment and
alternative assessment of learning. Everyone will share and discuss in the
class the matrix they have developed.
Table 1.1. Key Differences Between Traditional Assessment and
Alternative Assessment
Area Traditional Alternative
Assessment Assessment
Definition Use of traditional
assessment strategies
or tools to provide
information on student
learning
Tools Paper-and-pencil tests
Focus Knowledge
Orientation Outcome-oriented
Assessor Teacher or External

APPLY
Based on the lessons on the basic concepts and principle in assessing
learning using nontraditional or alternative methods, select three core
principles in assessing learning and explain them in relation to your
experience with a previous or current teacher in one of your courses/subjects.
Example:
Principle Illustration of Practice
1. Assessment should reflect In our practicum course, we were
real-life or real-world contexts. asked to prepare a lesson plan then
to execute the plan in front of the
students with my critic teacher
around to evaluate my performance.
The actual planning of the lesson and
its execution in front of the class and
the critic teacher are authentic ways
of assessing my ability to design and
deliver instruction rather than being
assessed through demonstration in
front of my classmates in the
 classroom.
Given the example above, continue the identification of illustrations if
assessment practices guided by the principles discussed in the class.
Identify three core principles we discussed in the class. Then described
how a current or previous teacher demonstrated in practice the principle you
selected and discussed. Share your insights on how your teacher’s
assessment practices allowed you to improve your learning.
Principle Illustration of Practice
1.
2.
3.

TRANSFER
Prepare a plan on how you will conduct assessment based on the core
principles we learned. Refer to the K to 12 Curriculum to identify the
competencies targeted by instruction and how you intend to assess your
future students following the principles in assessing learning using alternative
methods. Use the matrix provided to write your ideas on how you should
design and conduct assessment of student learning based on the core
principles.
Principle Plan in Applying the Principles in
Your Classroom Assessment
Assessment is both process- product-
oriented.
Assessment should focus on higher-
order cognitive outcomes.
Assessment can include measures of
noncognitive learning outcomes.
Assessment should reflect real-life or
real-world contexts.
Assessment must be comprehensive
and holistic.
Assessment should lead to student
learning.

EVALUATE
 Part 1. evaluate the assessment plan matrix that you have developed by
using the following checklist:
Yes No Item Criteria
1 I understood what each of the principles
meant.
2 I was able to provide an answer (plan or
strategy in assessment) in each of the
principles given.
3 I was able to make a plan or strategy for
assessment that correctly matches and
addresses each principle.
4 I was able to answer the matrix by applying
what I have learned about the basic concepts
in alternative assessment.
5 I was able to answer the matrix by applying
what I have learned about the principles in
assessment of learning using nontraditional
methods.

Flexible Teaching Learning Modality (FTLM) adopted 

Online (synchronous) Google classroom
Remote (asynchronous) A Self-paced Learning: BASIC CONCEPTS,
THEORIES, AND PRINCIPLES IN ASSESSING LEARNING USING
ALTERNATIVE METHODS uploaded also in Google Classroom for ready
reference and printing. 

References 
Marilyn Balagtas 2020 1st Edition: Assessment in Learning 2; López-Pastor, V.
M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013).
Alternative assessment in physical education: a review of international
literature. Sport, Education and Society, 18(1), 57-76; Herman, J. L. (1992). A
practical guide to alternative assessment. Association for Supervision and
Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314.