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National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2
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WEEK 1

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 COURSE OUTLINE

COURSE CODE : ASSESS 312

TITLE : Assessment of Learning 2
TARGET POPULATION : All THIRD YEAR EDUCATION students
INSTRUCTOR : MS. MAYCEL Z. FLORES, LPT

Overview:

This is a course that focuses on the principles, development and utilization of alternative forms
of assessment in measuring authentic learning. It emphasizes on how to assess process- and product-
oriented learning outcomes as well as affective learning. Students will experience how to develop
rubrics and other assessment tools for performance- based assessment.

General Objectives:

A. Demonstrate an understanding of the different principles in assessing using alternative methods of

assessment
B. Create an assessment plan using alternative methods of assessment
C. Identify alternative ways in assessing learning
D. Communicate learners’ progress based on alternative methods of assessment

The following are the topics to be discussed:

Week 1 Alternative Assessment

Week 2 Different Models of Alternative Assessment
Week 3 Different Principles in Assessing Learning Using Alternative Methods
Week 4 Bloom’s Taxonomy of Educational Objectives
Week 5 What are the appropriate alternative methods of assessment for learning
targets?

Instruction to the Learners

Each chapter in this module contains the principles, development and utilization of alternative forms
of assessment in measuring authentic learning. The units are characterized by continuity, and are
arranged in such a manner that the present unit is related to the next unit. For this reason, you are
advised to read this module. After each unit, there are exercises to be given. Submission of task given
will be during your scheduled class hour.

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 WEEK 1

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. 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, p. 58):

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 answers;
3. Learner’s 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 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. I 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 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.
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The use of a portfolio allows students to document and demonstrate their accomplishments in the
classroom and proved 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.

Other alternative strategies for assessing learning are assessment of non-cognitive learning
outcomes through 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 students learning and performance in the classroom.

ACTIVITY #1
Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach it to the last page of this module.
Tasks:
A. Use the table provided below to develop a matrix of the difference between traditional assessment
and alternative assessment of learning. (25 points)

Area Traditional Assessment Alternative 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

End of first week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 1

_____________________________________________________

WEEK 2

Week 2

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 What are the different models of alternative assessment?
The three most common models of nontraditional assessment are (1) Emerging Assessment, (2)
Developmental Assessment, and (3) Authentic Assessment.
Emerging 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 of 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 to 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.

Developmental assessment, on the other hand, 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 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 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.

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, peers, self) and person assessed; and
7. Allow for self-evaluation and self-correlation as they proceed.

ACTIVITY #2
Discussion and Exercise Questions

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 Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Tasks:
A. Identify and discuss using your own words the focus of the three models of alternative
assessment. (25 points)

Criteria Percentage
Content 10
Organization 7
Grammar 5
Neatness 3
Total 25 points

End of second week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 3

WEEK 3

What are the 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. While traditional assessment methods are focused on assessing student products or
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.
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 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 skill (e.g., creativity, critical thinking). 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.
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 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.
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. Performance assessment is optimal if the performance task to be demonstrated is
similar or close to what is expected in the real world.
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. Nontraditional methods of assessment (e.g., use of rubrics, scales) allow the
possibility of multiple assessors, including the use of self and peer assessment. This ensures
that students are being assessed in a more comprehensive and holistic 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.

ACTIVITY # 3
Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Tasks:
Example:
Principle Illustration of Practice
1. Assessment In our practicum course, we were asked to prepare a lesson plan then to
should reflect execute the plan in front of the students with my critic teacher around to
real-life or evaluate my performance. The actual planning of the lesson and its
real-world execution in front of the class and the critic teacher are authentic ways

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 contexts. of assessing my ability to design and deliver instruction rather than being
assessed through demonstration in front of my classmates in the
classroom.

1. Identify three core principles, then describe how a current or previous teacher demonstrated
in practice the principle you selected. Share your insights on how your teacher’s
assessment practices allowed you to improve your learning. (60 points)

Principle Illustration or Practice

1.

2.

3.

Criteria Percentage
Content and discussion 15
Grammar 3
Neatness 2
Total 20 points

End of third week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

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 LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 4

Week 4
What are the learning targets appropriate for alternative assessment?

Bloom’s Taxonomy of Educational Objectives

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. The most popular taxonomy of educational objectives is
Bloom’s Taxonomy of Educational Objectives. Bloom’s Taxonomy consists of three domains:
cognitive, affective, and psychomotor. These three domains correspond to the three types of goals
that teachers want to assess: knowledge-based goals (cognitive), skill-based goals (psychomotor),
and affective-based goals (affective). Hence, there are three taxonomies that can be used by
teachers depending on the goals. Each taxonomy consists of different levels of expertise with
varying degree of complexity. The succeeding sections describe the taxonomies for the
psychomotor and affective domain.

Bloom’s Taxonomy of Educational Objectives in the Affective Domain describes five levels of
expertise: receiving, responding, valuing, organization, and characterization by a value or value
complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed further in lesson
4 on assessment of affective learning.

Table 2.1. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Verbs Sample Objective

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 Receiving Awareness or passive Asks, chooses, Listens attentively to the
attention to phenomenon holds, identifies, instruction of the teacher
or stimulus listens
Responding Active attention and Answers, Participates actively in
response to a particular complies, the focus-group
phenomenon or stimulus participates, discussion
practices, writes
Valuing Attaching value or worth Completes, Demonstrates belief in
to a phenomenon or demonstrates, the value of the election
object. Valuing may differentiates, process
range from acceptance to explains, justifies
commitment
Organization Organizing values into Adheres, Defends the importance
priorities by comparing, defends, of graduate education in
relating, and synthesizing integrates, the career of a teacher
specific values organizes,
synthesizes
Internalizing Having a personal value Acts, displays, Displays commitment to
values/ system that is now a influences, helping economically
characterization characteristic of the solves, verifies disadvantaged students
by a value or learner
value complex

In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not
propose levels unlike in the cognitive and affective domains. However, other scholars like Elizabeth
Simpson (1972) built a taxonomy for the psychomotor domain from the work of Bloom. In Simpson’s
Taxonomy Educational Objectives in the Psychomotor Domain, seven levels of expertise are
described: perception, set, guided response, mechanism, complex overt response, adaptation and
organizing. Table 2.2 provides an elaboration of this taxonomy.

Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objective

Perception The ability to use sensory Adjusts, describes, Detects non-verbal cues
cues to guide motor detects, identifies, from the participants
activity selects
Set The mental, physical, Begins, displays, Shows motivation to learn
and emotional sets that knows, recognizes, a new skill
predispose a person’s shows, states
response to different
situations
Guided Demonstration of a Copies, performs, Performs the mathematical
Response complex skill through follows, reacts, operation by following the
guided practice like responds steps demonstrated by the
imitation and trial and teacher
error
Mechanism Learned responses have Assembles, Plays the guitar
become habitual and dismantles, fixes,
movements can be manipulates, plays
performed with some

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 degree of confidence and
proficiency
Complex Performance of motor Assembles, Demonstrates one’s
Overt acts that involve complex dismantles, fixes, expertise in playing the
Response movements patterns in a manipulates, guitar
quick, accurate, and organizes (similar
highly coordinated with mechanisms but
manner. Characterized performed in a more
by automatic accurate, more
performance and coordinated, and
performance without quicker way)
hesitation
Adaptation Psychomotor skills are Adapts, alters, Modifies the dance steps
well developed and the modifies, to suit the abilities of one’s
person can modify rearranges, varies groupmates
movement patterns to fit
special requirements
Origination Creating new movement Arranges, builds, Creates new steps for a
patterns to fit a particular combines, creates, contemporary version of a
situation or specific designs classic dance hit
problem. Learning
outcomes emphasize
creativity based upon
highly developed skills.

Bloom’s taxonomies of educational objectives for affective and psychomotor domains are able to
provide teachers with a structured guide in formulating more specific learning targets in the classroom.
The taxonomies serve as guide for teachers in both instruction and assessment of student learning in
the classroom. The challenge is for teachers to identify the levels of expertise that they expect the
student to achieve and demonstrate. This will then lead to the identification of the assessment methods
required to properly assess student learning. Higher level of expertise in a given domain requires more
sophisticated assessment methods or strategies.
Learning Targets

As previously learned from Assessment in learning 1, a learning target 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. Learning targets should be congruent with the
standards prescribed by a program or level and aligned with the instructional or learning objectives of
a subject or course. Teachers formulate learning targets from broader standards and learning
objectives. The learning targets should be clear, specific, and meaningful to students. Thus, learning
targets are more effectively stated in students’ point of view, typically using the phrase “I can…” For
example, “I can differentiate between traditional methods and alternative methods of assessment”.
The purpose of learning targets is to effectively inform students of what they should be able to do
or demonstrate as evidence of their learning. Therefore, learning targets should specify both the content
and criteria of learning. With specific learning targets formulated, appropriate classroom instruction and
assessment can be designed.
The most common typology of learning targets are knowledge, reasoning, skill, product, and affect
(also known as disposition). Table 2.3 summarizes these types of learning targets.
Table 2.3. Description and Sample Learning Targets

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 Types of Learning Description Sample
Targets
Knowledge targets Refers to factual, conceptual I can discuss the research
and procedural information design that I used for my thesis.
that students must learn in a
subject or content area.
Reasoning targets Knowledge-based thought I can justify my choice of
processes that students must Analysis of Variance (ANOVA)
learn. It involves application of as my statistical analysis for my
knowledge in problem-solving, thesis research.
decision-making, and other
tasks that require mental
skills.
Skills targets Use of knowledge and or I can perform Analysis of
reasoning to perform or Variance (ANOVA) on research
demonstrate physical skills. data using the software SPSS.
Product targets Use of knowledge, reasoning, I can write the results and
and skills in creating a discussion section of a thesis
concrete or tangible product. manuscript.
Affective targets Refers to affective I can appreciate the role of a
characteristics that students thesis adviser in the completion
can develop and demonstrate of a thesis research.
because of instruction.

ACTIVITY # 4

Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attached to the last page of this module.

Tasks:
Example:
Title of Lesson: Performing descriptive statistics using SPSS
Instructional Lesson Content Type of Learning Sample Learning
Objective/Learning Targets
Targets
Outcome Related to
the Lesson Content
At the end of the lesson, I can…
students should be able
Knowledge define the different
to demonstrate the use A. Review of
measures of central
of the software SPSS in Descriptive
tendency and
performing descriptive Statistics
variability
statistics
Reasoning
choose the descriptive
statistics needed to
address a specific
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 question
B. Steps in
Skills
Performing
Descriptive and show how to obtain
Frequency mean, median, and
analysis in SPSS mode in SPSS

A. Using the example as reference, complete the learning targets task by supplying the required
information on the table provided. (25 points)

Title of Lesson: _______________________________________________

Learning Targets Task

Instructional Lesson Content Type of Learning Sample Learning
Objective/Learning Targets Targets
Outcome related to
the Lesson Content

End of fourth week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 5

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 Week 5
What are the appropriate alternative methods of assessment for learning targets?
While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be
assessed by the use of alternative methods of assessment, three types of learning targets can be best
assessed using alternative assessments. These are skills, products, and affect.
Stiggins et al. (2006) defined skills type of learning targets as one’s use of knowledge and reasoning
to act skillfully. In other words, skills refer to learning targets that require the development and
demonstration of behavioral or physical task. To able to demonstrate skills or act skillfully, students
must be able to possess the knowledge and reasoning ability related or relevant to the skills to be
demonstrated.
On the other hand, Stiggins et al. (2006) described product learning targets as the use of
knowledge, reasoning, and skills to create a concrete product. Thus , products refer to learning targets
that require the development of a tangible and high-quality product or output. Students are expected to
create products that have certain core attributes that will serve as basis for evaluating its quality.
Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students’ attitudes about
school and learning. In practice, we look at affect/disposition to encompass a broad range of
noncognitive attributes beyond attitude that may affect learning and performance, including motivation,
interest, and other affective states. The development of affect/disposition simultaneously occurs as a
student learns concepts and skills in the classroom.
Table 2.4 provides further examples of learning targets for skills, products, and affect across different
subject areas:
Table 2.4. Sample Learning Targets across Subject Areas

Subject Area Typology of Learning Learning Targets

Targets
English Skills Participate in conversation
with others.
Products Write an argumentative
essay where arguments
are justified by providing
factual or empirical data as
support.
Affect Enjoy reciting a poem in
front of an audience.
Physical Education Skills Dribbles the ball to cross
the half-court.
Product Create a three-month
personal fitness plan.

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 Affect Show determination to
complete the physical task.

Once the learning targets are identified, appropriate alternative methods of assessment can be
selected to measure student learning. In terms of skills, having the required skills to apply one’s
knowledge and reasoning skills through the performance of a behavioral or physical task is a step
higher than simply knowing or being able to reason based on knowledge. Hence, skills targets are best
assessed among students through performance-oriented or performance-based assessment as skills
are best gauged through actual task performance.

In terms of products, a student’s knowledge, reasoning, and skills are all required before one can
create a meaningful product or output. Obviously, product targets are best assessed through product
assessment. Given the need to also give value to the process of creating a product, performance
assessment is also typically used vis-à-vis product assessment.

For affect or disposition, a student may already hold a particular affect or disposition in relation to
a particular lesson or learning target and such affect may change or not depending on the learning and
instructional and assessment experiences of the student. Affect or disposition is best assessed through
affective assessment or the use of self-report measures (checklists, inventories, questionnaires, scales)
and other alternative strategies to assess affective outcomes.
Table 2.5 presents a simple matrix of the different types of learning targets best assessed through
alternative assessment methods.

Table 2.5. Matching Learning Targets with Alternative Assessment Methods

Learning Performance- Product- Portfolio Self-Report

Targets Oriented Oriented Scale
Skills √√√ √√√ √√√ √
Product √√√ √√√ √√√ √
Affect/Disposition √ √ √√√ √√√
Notes: More checks mean better matches.

Across the different nontraditional or alternative methods of assessment, teachers can expand the
role of assessor to other students (peer assessment) and the student themselves (self-assessment).
This allows assessment to become really authentic. There are also other methods or strategies for
alternative assessment, and it is up to the teachers to select the method of assessment and design
appropriate tasks and activities to measure the identified learning targets.

ACTIVITY # 5
(To be submitted on Tuesday, October 6, 2020)

Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attached to the last page of this module.
Tasks:
1. Select a specific lesson for a subject area and grade level that you think you should be able to
teach and handle when you are already a teacher in a school. Using the DepEd Curriculum
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 Guide for the subject, create an assessment plan for student learning by formulating learning
targets that can be best assessed using alternative methods of assessment (you may focus on
skills, Products, affective, or any combination of these learning targets). Then, propose specific
non-traditional assessment tasks or activities to measure the identified learning targets. Use
Table 2.8 for this task. (35 points)
Table 2.8 Assessment Plan Using Alternative Assessment Methods
Subject

Specific Lesson

Learning Outcome/s/Instructional Objectives

Learning Targets

Assessment Task/Activity(Alternative)

How do this assessment task/ activity help you

improve your instruction?

How does this assessment task/activity help

your students achieve the intended learning
outcomes

End of fifth week

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Assess 311 ASSESS 312 Assessment of Learning 2

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