MODULE 1: INTRODUCTION TO ASSESSMENT OF LEARNING 1

Lesson 1 Basic Concept, Theories, and Principles in Assessing Learning Using Alternative
Methods
Suggested Timeframe: 4.5 hours
What is assessment for learning using non-traditional methods?
I. UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson, you are expected to:
 Explain the alternative assessment and related concepts and
 Demonstrate an understanding of the different principles in assessing learning using alternative methods of
assessment.
Significant Culminating Performance Task and Success Indicators
At the end of the lesson, you should be able to prepare an assessment plan to show understanding of the
concepts and principles in assessing learning using alternative methods of assessment. You are considered successful in
this culminating performance task if you have satisfied at least the following indicators of success:

Performance Tasks Success Indicators

Develop a matrix of the difference Explain alternative assessment in
between the traditional and terms of the matrix developed.
alternative assessment of learning

Propose a plan or strategy for Plan assessment practices that apply

assessing student learning based the principles in assessing learning
on the core principles in assessing using alternative assessment learning using
learning using alternative methods of methods
assessment

Prerequisite of This Lesson

As this is the first lesson, there is no prerequisite lesson that you need to have read and understood. However,
an adequate understanding of lessons learned in your Assessment in Learning 1 course may help you understand and
appreciate this lesson better. It is suggested that you go back to these lessons if there is an opportunity.

II. PREPARE
To be able to successfully describe what alternative assessment for learning is, you need to develop a matrix of the
difference between the traditional and alternative assessment of learning and document the experiences of teachers
who apply the principles in assessing learning using alternative methods. To be able to do these, you need to read the
following information about the basic concepts and principles in assessing learning using non-traditional methods. You
are expected to read this information before the discussion, analysis, and evaluation when you meet the teacher face-
to-face or in your virtual classroom. If the information provided in this worktext is not enough, you can look up more
information that you can access on the Internet.

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, 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.

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 non-
traditional 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 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.
Other alternative strategies for assessing learning are assessment of noncognitive 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 student learning and performance in the classroom.

What are the different models of alternative assessment?

The three most common models of non-traditional 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 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 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.
The following can be used as criteria in determining if an assessment task or
The following 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. evolve 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-correction as they proceed.

What are the different principles in assessing learning using alternative methods?
There are many principles in the assessment of learning using alternative assessment or non-traditional
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.

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, analysing) or skills (e.g.,
creativity, critical thinking). The use of non-traditional 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 non-cognitive 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.

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

IV. APPLY
Based on the lessons on the basic concepts and principles 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 in our practicum course, we were asked to prepare

should reflect a lesson plan then to execute the plan in front of the
real-life or real- students with my critic teacher around to evaluate my
world contexts. 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 of assessment practices guided by the
principles discussed in the class.

In a clean sheet of paper, identify three core principles we discussed in the class. Then describe 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

1st principle

2nd principle

3rd principle

4th principle

5th principle

6th principle

V. 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 means.

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 non-traditional methods.

Part 2. For each item, circle the option that corresponds to what you think is the best answer
1. Which of the following is NOT TRUE about alternative assessment?
A. Provides learners opportunities to assess themselves and their peers.
B. is less authentic compared with traditional assessment
 C. Involves collection of information on student learning
D. Does not focus on right and wrong answers
2. Which of the following statements about traditional assessment is NOT TRUE?
A. Its tasks are more difficult to design.
B. Is associated with the use of paper-and-pencil tests
C. Allows assessment of higher-order cognitive outcomes
D. Is less authentic compared with alternative assessment
3. Which model of alternative assessment is said to be useful for assessing learning outcomes
based on students' development rather than a final product or output?
A. Authentic assessment
B. Developmental assessment
C. Emergent assessment
D. Performance assessment
4. Which of the following assessment tasks is the LEAST AUTHENTIC?
A. Answering a multiple-choice test
B. Performing in a field demonstration
C. Preparing a research proposal
D. Participating in a musical concert
5. Teachers should also rate each student contribution in the creation of their group project.
This statement is most reflective of which principle of assessment?
A. Assessment should focus on higher-order cognitive outcomes.
B. Assessment is both process- and product-oriented.
C. Assessment must be comprehensive and holistic,
D. Assessment should lead to student learning,
VI. REFLECT
1. Examine the assessment plan you have developed. Are you satisfied?
2. Is there something you want to change or improve in the assessment plan? Why?
3. Which among the principles did you find easy to illustrate in the way you planned your assessment? Why?
4. Which among the principles did you find difficult to illustrate in the way you planned your assessment? Why?
5. How did the activity help you understand assessment of learning using alternative methods?

VII. SUSTAIN
Evaluate the extent of your knowledge and understanding about assessment of learning and its principles.

Indicators Great Extent Moderate Not at All

Extent
1. I can define alternative
assessment.

2. I can explain what assessment

of learning is using alternative
methods.

3. I can compare and contrast

traditional assessment and
alternative assessment.
4. I can enumerate the criteria in
determining if an assessment task
or activity is authentic or not.

5. I can explain what performance

assessment means.

6. I can define what a portfolio is.

7. I can explain what each of the

principles of assessment using alternative
methods means.

8. I can give examples of

assessment tasks or activities that conform
with one or more of the core principles of
assessing learning using alternative methods.
9. I can give examples of assessment tasks or
activities that do not conform with one or more
of the core principles of assessing learning
using alternative methods.

10. I understand what it means to

have good assessment practices
in the classroom.

Based on your self-assessment and teacher feedback, choose the following tasks to help you enhance your
knowledge and understanding of the basic concepts and principles in assessment of learning using alternative methods.

Level Possible Tasks

Very Good Help or mentor classmates who are having difficulty in explaining the basic concepts in
alternative assessment.

Read references on other principles in assessment of learning using alternative methods.

Good Ask your teacher to provide more examples or illustrations of concepts or principles that
you need to further understand

Read references on other principles in assessment of learning using alternative methods.

Needs Improvement Examine the concepts or principles that you need to understand better and ask assistance
from teacher and classmates.

Read references on other principles in assessment of learning using alternative methods.

Needs Improvement
Educator's Input
A college and senior high school teacher from a private school in Metro has been interviewed about her
practices in alternative methods of assessment in the classroom. She shared:

"I always believe that assessment should be meaningful to my students in the same way that my instruction and
learning activities should be meaningful for them. If we use assessment tasks that are more relevant and interesting for
the students, they will find lessons and classroom activities more meaningful. This will make them more accepting of the
assessment activities that we give them. They will look at assessment tasks as not just something that they need to do in
order to earn a grade, but something that is meaningful and something that they can enjoy. I want my students to look
forward to our future assessment activities. That is why it is important that I use both traditional methods of assessment
like tests, and less traditional ones like performance tasks or demonstrations. And like what I shared previously, I also
ask my students to do collaborative projects where they practice peer evaluation after doing the task as teamwork is
usually
one of my criteria for evaluation.”

The sharing of the teacher suggests that she understands the nature of alternative assessment and that she
appreciates the need to combine traditional and non-traditional methods of assessing learning. She provided evidence
that she practices certain principles of assessment like being authentic and holistic. It is authentic when the teacher saw
to it that her assessment practice is meaningful to her students and that the tasks are interesting and relevant to the
learners and that they could be applied outside the classroom. It is holistic because she provides varied assessment tasks
or activities that provide her information about her students learning. All teachers should have an adequate
understanding of the basic concepts in assessment of learning using non-traditional methods to complement what they
know about more traditional methods of assessment. Understanding the principles in assessing learning in relation to
non-traditional assessment is also important so they will be informed and competent in their classroom assessment
practices.

Other Support Materials Available

For this lesson, there are other materials that are made available for the course professor. These include the
following:
1. A ready-made PowerPoint presentation on Basic Concepts and Principles in Assessing Learning Using
Alternative Methods
2. Other readings on alternative assessment

Portfolio Assessment
Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century learning and
innovation skills: critical thinking, creative thinking, communication, collaboration, and knowledge of your content (5Cs).
What output/s in this
lesson shows you are very Chosen Output Why?
good in the following:

1. Content (the output Example: This plan shows application

reflects understanding A plan in assessing learning of the principles in assessing
of the topic discussed) using an alternative method learning using a performance
based assessment
2. Critical Thinking (the
output reflects ability to
critique/evaluate/solve
problems)

3. Creative Thinking (the

output reflects ability to
create new ideas)

4. Communication (the
output reflects ability to
express one's ideas in
words or actions)

5. Collaboration (the
output reflects ability to
work well with others)