Professional Documents
Culture Documents
Overview
In the assessment task of teachers, traditional methods or the paper-and-pencil
tests are obviously not enough – thus, alternative means are necessary. To effectively
describe what alternative or authentic assessment for learning is all about, we need to
possess a good grasp of the difference between the traditional and alternative
assessment of learning, and to document the experiences of teachers who apply the
principles in assessing learning using alternative ways. Moreover, we must read
satisfactory information and knowledge about the basic concepts and principles in
assessing learning using non-traditional techniques if we want to be more familiar on it.
We are expected likewise to know these things before the discussion, analysis and
evaluation when we meet our professor in person or in the virtual classroom. Finally, if
this module cannot provide substantial information that we anticipate in this lesson
segment then you are free to explore or tap other resources particularly online.
What to Expect?
Understanding the meaning and nature of alternative assessment, we can consider the
following definitions as provided by several sources:
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1. Alternative assessment refers to the use of alternative or non-traditional assessment
strategies or tools to collect information on student learning. At the core of
alternative assessment is the need to design and implement assessment tasks or
activities that refrain from using traditional paper-pencil test, which typically assess
cognitive learning outcomes and thus have right or wrong answers (David et al.,
2020).
2. Alternative assessment is any classroom assessment practice that focuses on
continuous individual student progress. Perhaps the best way to define alternative
assessment is to say that it's the counter to traditional forms of standardized
assessment. https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
3. Alternative assessments, also referred to as performance tests or authentic
assessments, are used to determine what students can and cannot do, in contrast to
what they do or do not know. In other words, an alternative assessment measures
applied proficiency more than it measures knowledge. Typical examples of
alternative assessments include portfolios, project work, and other activities
requiring some type of rubric. https://ctl.byu.edu/using-alternative-assessments
4. Authentic or alternative assignments typically require students to make a judgment
about what information and skills they will need to solve a given problem. They ask
the students to answer essential questions in the discipline by using knowledge in
similar ways to professionals in the field. They can often be characterized as real-
world situations with accompanying real-world constraints. Alternative or authentic
assignments should involve written and performative measures so that students can
develop meaningful and applicable skills, and advance their knowledge of the “how”
over that of the “what”.
5. Dikli (2003) described the intent of alternative assessments to assess higher-order thinking
skills. Students have the opportunity to demonstrate what they learned. This type of
assessment tools focus on the growth and the performance of the student. That is, if a
learner fails to perform a given task at a particular time, s/he still has the opportunity to
demonstrate his/her ability at a different time and different situation. Since alternative
assessment is developed in context and over time, the teacher has a chance to measure the
strengths and weaknesses of the student in a variety of areas and situations.
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In conclusion, Cajigal and Mantuano (2014) clarified that assessment is authentic when
it measures performance or products which have realistic meaning that can be
attributed to the success in school. Activities, questions and problems with “real-world”
satisfy the criterion that it needs to be an authentic intellectual work within the given
situation or contextual practicality of the tasks.
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Not implemented in one specific moment in time, such as at the end of a lesson,
unit, or semester.
Not a measurement of how a student performs compared to peers.
Not normally reported with quantitative data (e.g., percentage scores or
statistics).
Not presented in traditional formats, such as multiple-choice, true/false, and fill-
in-the blank questions and answers.
Not perfect, comprehensive, or appropriate in every situation.
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Non-Traditional Assessment Models
In planning their annual assessment projects, the Center for Teaching and Learning
(2021) at DePaul University suggests the following alternative assessment models.
1. Authentic Assessment: Assessing by Doing
Authentic assessment is based on students’ abilities to perform meaningful tasks
they may have to do in the “real world.” In other words, this form of assessment
determines students’ learning in a manner that goes beyond multiple choice tests
and quizzes.
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This type of assessment requires a sense of meaningful tasks that students
would need to be able to perform after they leave college.
These meaningful tasks are often linked to demonstration of
knowledge/skills/abilities needed in the post-college world.
Authentic assessment typically relies on using a rubric (or some other scoring
guide).
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An example of this is Maslow’s Hierarchy of Needs. Theoretically, very few people
ever fully develop to the final “self-actualized” stage. A few advantages of authentic
assessment are:
Developmental assessment is useful for outcomes based on students’
development rather than their abilities to create a final product.
This assessment is based on relevant principles of development in your
discipline.
This type of assessment emphasizes emerging knowledge and skills, rather
than recognizing only students’ final products.
Developmental assessment gives you the ability to focus on strengths and
unique aspects of your program.
Developmental assessment is ongoing and may occur in many contexts,
giving you a richer view of students’ learning.
Example:
One could administer a test at the beginning of a class; then ask the same students
to take the same test at the end of a class. By comparing students’ performances on
the pre- and post-tests, a teacher could determine students’ levels of development.
Example:
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An instructor may compare two work samples using a developmental rubric to
determine students’ levels of development.
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Emergent Assessment addresses concerns about inquiry shared by many
disciplines, particularly those disciplines that tend to use more qualitative
methodologies. A few examples of these concerns are:
1. There may be differences between explicitly stated learning outcomes and
their associated implicit learning.
Prevents overlooking unintended outcomes (both good and bad).
Focus is on what program actually does, rather than what it intends to
do.
2. Does defining learning outcome in “testable” ways alter the learning outcomes
(and not always in desirable ways)?
With this type of assessment, the assessment process and learning
outcomes are equally subject to evaluation as student learning.
3. Are we sacrificing the roles of assessment for the goals of assessment? In
other words, are we sacrificing the process for the outcomes (i.e., assigning
grades or writing an assessment report)?
This assessment method more directly takes students’ needs into
consideration than a more traditional assessment model.
Step One
Create a profile of the needs of students who finish your course, graduate from
your program (that goes beyond what you intend to deliver).
Step Two
Identify effects of educational program on students’ learning using primarily direct
methods, considering
both intended and unintended effects
both positive and negative effects
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Step Three
Compare the information gained in step one with the information gained in step
two.
Examples
Writing Samples
Especially those requiring reflection
Interviews or focus groups with students
Brainstorming sessions with students
Ecological observation of students engaged in work in a classroom
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First, you should consider the necessarily intrusive nature of this type of
assessment. Is this appropriate for your setting (i.e., the culture or nature of
your course or program)?
Also, this type of assessment can be very time-consuming – both for the
faculty and for the students.
There is a need for both openness and honesty with this assessment model,
which may not be comfortable for some people.
Assessment with this model needs to be both balanced and unbiased. Note
that this requires knowledge from the assessors of their natural biases.
4. Learning-Oriented Assessment
Learning-oriented assessment is assessment that has the purpose of bringing about
deep and meaningful learning for student. This is a course-based type of
assessment that focuses on students’ learning rather than instructors’ teaching.
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Create learning experiences designed to bring about the learning based on the
defined learning outcomes
Engage students in ill-defined (rather than well-defined) problems
Evaluate students’ abilities to complete the criteria of the task(s)
Provide formative assessment to involve students in improving their learning
Gather feedback from students about instructors’ teaching and their learning to
involve instructors in improving students’ learning
Adjust instruction based on feedback from students
Examples:
e-Portfolios
Classroom Assessment Techniques (CATs)
Work on ill-defined problems (example: “grand challenges” in your field)
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Developing a Learning-Oriented Assessment
Before deciding to implement learning-oriented assessment, you should consider the
following two questions:
This type of assessment requires a lot of faculty buy-in (due to its classroom-
based nature)
Requires a shift in both instructors’ and students’ thinking about mistakes
Making mistakes is to be expected as a natural part of the learning process
Use caution that the classroom does not have a punitive view of mistakes
Instructors’ teaching is equally up for evaluation as students’ learning.
This is a time-consuming form of assessment.
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Students are asked to develop a coherent written
narrative or statement for the audience.
Requires research, disciplinary knowledge,
communication skills, and creativity.
Can be adapted by numerous disciplines.
Memo Students prepare a one or two page memorandum or
briefing about a topic that is being covered in class.
Memo headings can include: background, problem,
solutions with pros and cons list, final recommendation.
This exercise allows students to practice being concise
and direct.
Presentations Considered the most readily approachable method of
authentic assessment.
Applies positive peer pressure, as it is likely that
students will be better prepared when they have to
perform before others.
Presentations are an opportunity for the development of
professional skills. Stu- dent will need to prepare and
rehearse, and develop an appropriate, polished use of
visual aids.
Enhances professional verbal, visual, written
communication skills.
Can be easily applied to many disciplines, including the
sciences.
Poster The nature of the poster presentation can vary. It can
presentations consist of a summary of a work in progress, or a visual
presentation that is equivalent to a term paper.
Headings to be included could be a literature review,
description of topics, observations, claim/thesis, and
conclusions.
Teaches professional skills for participation in academic
conferences.
Portfolio of work Students develop portfolios in order to demonstrate the
evolution of their work over the course of the semester.
Students are typically asked to compile their best/most
representative work and write a critical introduction and
brief introduction to each piece.
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Policy briefs, Policy briefs/reports ask students to address in a
Reports professional manner a research question, course of
action, decision, or theory that is of interest and
importance. This allows students to develop
professional skills and become familiar with the specific
vocabulary and style of writing in their fields.
Case studies, Case studies present fictional scenarios that include a
Simulations dilemma that requires problem solving. Students must
apply higher order thinking skills in order to evaluate
and apply knowledge, and to analyze the problem.
Simulations ask students to play and act out various
roles within a case. This can include mock trials, mock
city council or legislative meetings, and mock meetings
of corporation stockholders or school boards. In
simulations, students require background information
that they then apply to the role.
According to David et al. (2020), there are many principles in the assessment of
learning using alternative assessment methods or non-traditional methods. Based on
literatures, the following may be considered as core principles:
1. Assessment is both process- and product-oriented . An assessment gives
equal importance to students’ performance or in producing 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, analysing) or skills (e.g., creativity, critical
thinking). The use of non-traditional 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 learning 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 non-cognitive outcomes. Non-traditional assessment
tools like rubrics, scales, and checklists allow the measurement of non-
cognitive 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 as a continuum from less 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 closed 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. Non-traditional methods of assessment (e.g., use of rubrics,
scales) allow the possibility of multiple assessors, including the use of self,
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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.
What benefits do students, teachers and the education system can gain through
alternative assessments? The list below provides some insights into this question.
Students get an opportunity to apply the knowledge that they have learned and
demonstrate it in a constructive way that provides a solution to a problem.
They are encouraged to think, analyze, innovate and apply; and their sense of
reasoning tends to improve.
Students also improve on their communication skills as they need to also explain
their solutions and the logic behind it to examiners.
These tests are more realistic and bring in an understanding and the importance
of the knowledge gained.
A student’s skills are also measured along with the knowledge gained, making it
more complete and correct.
Provides educators with a real time understanding on how teaching methods can
be improved. This is so because they get to see how students have imbibed what
they have learned and bring it out productively.
It is easier to grade a student overall like this rather than just scoring marks
through shallow recitations.
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It is much more transparent and fair as all students are given an equal
opportunity to apply the knowledge gained in a way they find fit rather than
constraining them.
Summary
Enrichment
1. For more information and insights about the implications of alternative assessment
to some subjects in the curriculum, you can visit
https://www.teach-nology.com/litined/assessment/alternative/ to read, explore and
learn more from “Educational Literature on Alternative Assessment”.
2. In language assessment, watch the video on “Alternatives in Assessment” using the
link https://www.youtube.com/watch?v=TSfYddYvF_g&t=25s.
3. In Mathematics, read the article titled. “Authentic Assessment Methods for
Mathematics” from https://resilienteducator.com/classroom-resources/authentic-
assessment-methods-for-mathematics/.
4. Also, Science.gov posted substantial amount of researches related to alternative
assessment techniques. Access through this link:
https://www.science.gov/topicpages/a/alternative+assessment+techniques
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5. For Physical Education students, you can read this study online: Joseph K. Mintah
(2003). Authentic Assessment in Physical Education: Prevalence of Use and
Perceived Impact on Students' Self-Concept, Motivation, and Skill Achievement,
Measurement in Physical Education and Exercise Science, 7:3, 161-174.
https://doi.org/10.1207/S15327841MPEE0703_03.
Assessment
A. Let us check what ideas you have acquired about the basic concepts and principles
in assessing learning using non-traditional or alternative methods.
B. To test whether you have learned about the basic concepts and principles in non-
traditional assessment, complete the table below to indicate the differences of
traditional and alternative assessments.
Focus Knowledge
Orientation Outcome-based
C. Choose one (1) of the key principles in in assessing learning using alternative
assessment. Discuss it by presenting a specific case or experience with your past
teachers in basic education.
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D. Prepare a plan on how you will carry out alternative assessment based on the
principles. Choose a specific topic based on DepEd Curriculum Guide of any subject
of your choice, then identify the competencies to teach and the manner you assess
them through alternative methods.
Assessment must be
comprehensive and
holistic.
E. Evaluate yourself on the extent of your knowledge and understanding about the
assessment of learning and its principles.
Great Moderate Not all
extent extent
1. I can define alternative assessment.
2. I can explain what assessment of learning is using
alternative methods means.
3. I can compare and contrast traditional assessment
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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 is performance assessment is.
6. I can differentiate the 4 models of non-traditional
assessment.
7. I can describe the characteristics of alternative
assessments.
8. I can give examples of assessment tasks or
activities that conform to one or more of the core
principles of assessing learning using alternative
methods.
9. I can provide the advantages of using alternative
methods in assessment.
10. I can understand what it means to have good
assessment practices in the classroom.
References
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