ASSESSMENT IN LEARNING 2 SUMMARY

LESSON 1 QUIZ 1

Assessment – process of gathering quantitative/qualitative data for the purpose of making

decisions.
Assessment of learning – systematic and purpose-oriented collection, analysis, and
interpretation of evidence of student learning to make informed decisions relevant to the learners.
Assessment for learning – use of assessment to identify the needs of students to modify
instruction or learning activities in the classroom; formative in nature.
Traditional assessment
- use of traditional assessment strategies or tools to provide information on student
learning.
- often used as basis for evaluating and grading students.
- commonly used in classroom because they are easier to design
Example: Paper-and-pencil test – objective (multiple-choice); subjective (essay)
Alternative assessment
- Use of alternative or non-traditional strategies or tools to collect information on student
learning.
Examples: Performance-oriented and product-oriented assessment methods.
FEATURES OF ALTERNATIVE ASSESSMENT
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.
* Performance assessment
- requiring student to perform a task or develop a product
- the emphasis is on assessing what students know and what they can do.
* Portfolio assessment
- student’s construction and use of portfolios in a purposeful and systematic manner to document
their progress in the attainment of learning targets.
* Portfolio
- collection of learning and performance artifacts by a student
- accompanied by personal narratives and reflections
- allows students to document and demonstrate their accomplishments in the classroom and
provide opportunities to the learners and teachers to evaluate progress in each period (Tolentino,
2009)
* Other alternative strategies:
- Performance rubrics (psychomotor outcomes)
- Rating scales and checklists (affective/dispositional outcomes)
3 DIFFERENT MODELS OF ALTERNATIVE ASSESSMENT
1. Emergent Assessment
2. Developmental Assessment
3. Authentic Assessment
Emergent Assessment
- based on Michael Scriven’s goal free evaluation model.
- assessment focuses on “effects” of instruction on students.
- examines how and what the educational program and instruction are doing to address the
needs of the students.
- tends to be qualitative in nature
 Direct evidence – tangible and compelling evidence of what students have and have not
learned.
 Indirect evidence – proxy signs for learning; less tangible and compelling
Developmental Assessment
- focuses on determining the extent that students have developed their competencies from
instruction.
- adopts a pre-test and post-test methodology
- assessing based on student’s development rather than final product.
Authentic Assessment
- most popular model for alternative assessment
- use of assessment strategies or tools that allow learners to perform or create a product
that is meaningful for learners as they are based on real-world contexts
- authenticity of task is best described in terms of degree
Criteria in determining if an assessment task/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-correction as they proceed.