Non-Traditional Assessment

Measures, Ideas and Useful Tips

Dr. Ildebrando N. Buot

Baybay National High School
 WHAT IS ASSESSMENT?

Assessment is gathering of data on what

students:
 know (content: facts, concepts,
principles)
 can do (skills: thinking,
communicating )
 dispositions
 Assessment is a powerful tool of
communicating to students what
teachers consider are valuable for
them to learn.
 WAYS THAT COMMUNICATE THAT
LOW LEVEL SKILLS ARE VALUED
When
 emphasis
: is
 knowledge of content
 on getting the correct answer
 important dispositions are neglected
 time for thinking is insufficient
 use of concrete materials are not
allowed
 GUIDING PRINCIPLES ON
ASSESSMENT
1. Instruction and assessment are
closely
linked
 constantly assess students
informally
 strengthen formal assessment
 embed assessment in instruction
 STEPS IN DESIGNING AND
SELECTING ASSESSMENTS
1. Define learning targets/outcomes
clearly.
2. Use appropriate assessment
methods and design tools.
3. Provide learning experiences
supportive of achieving the targets.
4. Look at student work and
performance data as evidence of
 WHAT IS PERFORMANCE
ASSESSMENT?

rests on this theory – “students learn

best in context where they struggle
with relevant and meaningful tasks under
the guidance of an instructor and often
with the support of other learners”.
 requires students to actively
accomplish complex and significant
tasks while bringing to bear prior
knowledge, recent learning and
relevant skills to solve problems.
 carefully constructed to assess specific
declarative and procedural knowledge
along with critical thinking skills.
 COMMON CHARACTERISTICS OF
PERFORMANCE ASSESSMENT
 It presents students with tasks that
simulate real-world challenges and
problems;

 It requires that students generate an

answer or produce a product or
perform an act instead of selecting an
option from multiple choices.
 It can name more than one correct
answer and more than one way to
approach a problem instead of a
definite right answer as in multiple-
choice items.
 PERFORMANCE ASSESSMENT

 are direct measures of learning.

 assess processes and products.
 can assess social skills.
 are authentic assessment.
 require strategic thinking.
 require knowledge construction.
 require clear communication.
 should strive for authenticity.
 DESIGNING THE PERFORMANCE
ASSESSMENT TASK

1. Decide on a specific area.

2. Define cognitive processes and social
skills you want to assess.
3. Design the task and task context (goal
relevance, level of difficulty, multiple
goals, multiple solutions, self-
determined learning, clear
directions).
4. Specify the scoring rubrics (measure
your goals, select an appropriate
scoring system, assigning point
values).
 PORTFOLIO ASSESSMENT

 tells a story of a learner’s growth in

proficiency, long-term achievement
and significant accomplishments in a
given academic area and across the
school year.
 is based on the idea that a collection
of a learner’s work throughout the
year is one of the best ways to show
both final achievement and the effort
put into getting there.
 HOW TO BUILD A SYSTEM FOR
PORTFOLIO ASSESSMENT
1. Decide on the purpose.
2. Identify cognitive skills and dispositions.
3. Decide who will plan the portfolio.
4. Choose products and number of samples.
5. Determine the scoring rubrics.
6. Aggregate all portfolio ratings.
7. Determine the logistics.
8. Plan a final conference.
 SCORING THE TEST AND OTHER
MEASURES USING RUBRICS
Rubric
s
 the established criteria, including
rules,
principles and illustrations used in
scoring responses to individual items
and clusters of items.
 scoring guide.
 TYPES OF SCORING
RUBRICS
1. Holistic Scoring
 based on the overall impression of a
student’s work as a whole.

 is preferred when a consistent overall

judgment is desired and when the
skills being assessed are complex and
highly interrelated.
2. Analytic
Scoring
 entails that each critical dimension of
performance criteria is judged
independently and given an individual
score.

 gives a more detailed information for

diagnostic purposes and specific
feedback on a student’s strengths and
 FUNCTIONS OF A SCORING
RUBRIC
 Provides uniform, objective criteria
for judging a performance assessment
item.
 Provides established expectations for
teachers and students that help them
identify the relationships among
teaching, learning and assessment.
 Well-constructed scoring rubrics
reinforce a focus on content,
 ELEMENTS OF A SCORING
RUBRIC
 Dimensions/Criteria/Aspects
 Definitions and examples
 Scale
 Standards
 STEPS IN DEVELOPING A
SCORING RUBRIC
1. Decide on the dimensions of the
performance or product to be
assessed.
2. Look at some actual examples of
student work.
3. Refine and consolidate the list of
dimensions.
4. Write a definition of each dimension.
5. Develop a scale of score points for the
item.
6. Evaluate the rubric.
7. Peer review and try out the rubric on
actual sample of student work.
8. Revise the rubric.
9. Share the rubric with teachers,
students and parents.
 IN CONCLUSION:

“ Unless assessment helps improve the

teaching-learning process,
It does not serve any purpose at all”.