This document discusses alternative assessment and its key concepts. It defines traditional assessment as using objective tests to evaluate students, while alternative assessment uses non-traditional methods like performance and portfolio assessments. The document outlines three common models of alternative assessment: emergent assessment focuses on intended and unintended learning outcomes, developmental assessment compares student abilities over time, and authentic assessment involves real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, focusing on higher-order thinking, and measuring non-cognitive outcomes.
This document discusses alternative assessment and its key concepts. It defines traditional assessment as using objective tests to evaluate students, while alternative assessment uses non-traditional methods like performance and portfolio assessments. The document outlines three common models of alternative assessment: emergent assessment focuses on intended and unintended learning outcomes, developmental assessment compares student abilities over time, and authentic assessment involves real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, focusing on higher-order thinking, and measuring non-cognitive outcomes.
This document discusses alternative assessment and its key concepts. It defines traditional assessment as using objective tests to evaluate students, while alternative assessment uses non-traditional methods like performance and portfolio assessments. The document outlines three common models of alternative assessment: emergent assessment focuses on intended and unintended learning outcomes, developmental assessment compares student abilities over time, and authentic assessment involves real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, focusing on higher-order thinking, and measuring non-cognitive outcomes.
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.
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