ASSESSMENT IN LEARNING 2

St. Mary’s College of Borongan, Inc.

SY 2022-2023
St. Mary’s College of Borongan
Borongan City, Eastern Samar
SY 2022-2023

ASSESSMENT IN LEARNING 2

SY 2022-2023, 2 nd Semester
What is an assessment?

-Assessment is generally defined as the process of

gathering quantitative and/or qualitative data for
the purpose of making decisions

St. Mary’s College of Borongan, Inc.

Borongan City, Eastern Samar
SY 2022-2023
What is an assessment of learning?

-Assessment of learning is 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.

-Assessment of learning is a way to see what the

students can do.
-Assessment of Learning
 Rubrics
 Curriculum Mapping
 Focus Groups
 Portfolios
 Surveys
What is an assessment for 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.

-Assessment for learning is formative in nature, and it is

meant to identify gaps in the learning experiences of students,
so they can be assessed in achieving the curriculum outcomes.
-Assessment for learning is a way to see what the teachers
should do in response.

-Frequent Progress Monitoring is an example of assessment

for learning, where a student’s academic performance is
regularly assessed between benchmarks to determine if the
current instruction and intervention are positively impacting
student achievement or if adjustments need to be
implemented.
What is traditional assessment?
-refers to the use of traditional assessment strategies or tools
to provide information on student learning.

-most teachers use this method to assess and evaluate the

learning of students in the classroom.

-typically, objective (e.g. multiple-choice) and subjective (e.g.

essay) paper-and-pencil tests are used to assess students.
What is traditional assessment?
-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.
What is alternative assessment?
-this is a method of evaluation that measures a student’s level
of proficiency in a subject as opposed to the student’s level of
knowledge.

-the overall goal of alternative assessment is to allow students

to demonstrate their knowledge and execute tasks.
-it is also called a performance test or authentic assessment
because it is deeply rooted in one’s ability to do something by
leveraging newly-gained knowledge.

-the student will need to perform meaningful tasks that reflect

a clear understanding of the teaching and learning objectives.

-examples of alternative forms of assessment are performance-

oriented and product-oriented assessment methods.
Features of alternative assessment:
1. Assessment is based on authentic tasks that demonstrate
the learner’s ability to accomplish communication goals;

2. Instructor and learners focus on communication, not on

right and wrong answers;
Features of alternative assessment:
3. Learners help to set the criteria for successful completion
of communication tasks; and

4. Learners have opportunities to assess themselves and

their peers.
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.
Performance assessment
-the focus of this assessment is on providing opportunities 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
Portfolio assessment

-this 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)

-It also allows the assessment of students’ learning processes

and products/outputs in a comprehensive and integrative
manner.
Other Alternative Strategies for assessing learning

 Non-cognitive learning outcomes through performance

rubrics (for psychomotor outcomes)

 Rating scales and checklists (for affective or dispositional

outcomes)
Other Alternative Strategies for assessing learning

-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?

1. Emergent Assessment
 Based on Michael Scriven’s goal free evaluation model
(1967). In this model assessment focuses on determining the
“effects” of instruction on students. The emphasis is on the
assessment of both the intended and unintended effects or
learning outcomes.
1. Emergent Assessment
 It examines how and what the educational program and
instruction are doing to address the needs of students.

 With this model, assessment is more qualitative and the

assessor uses multiple methods to record all data accurately
and determine their importance and quality.
1. Emergent Assessment
 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.

 Indirect evidence refers to proxy signs for learning that are

less tangible and less compelling compared to direct
evidence.
2. Development Assessment
 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.
2. Development Assessment
 It involves a comparison of what students can do at
different time points and/or different contexts to assess if
there is progress.

 It is said to be useful for assessing learning outcomes based

on students’ development rather than a final product.
3. Authentic 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 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 (Silvetre-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;
The assessment task or activity can…
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

students;
The assessment task or activity can…
6. involve interaction between assessor (instructor, peers, self)
and person assessment; and

7. allow for self-evaluation and self-connection as they

proceed.
What are the different principles in assessing using
alternative methods?

1. Assessment is both process-and product-oriented.

-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.
-The focus should be on providing tasks or activities that
would allow students to demonstrate higher-order cognitive
outcomes (e.g., creating, analyzing) or skills (e.g., creativity,
critical thinking)
3. Assessment can include a measure of noncognitive learning
outcomes.

-Traditional assessment focuses on knowledge and other

cognitive learning outcomes.

-Psychomotor and affective outcomes are also important

learning outcomes and their learning targets that are non-
cognitive in nature.
4. Assessment should reflect real-life or real-world contexts.

-The assessment should closely, if not fully approximate real-

life situations or experiences.

-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.
5. Assessment must be comprehensive and holistic.

-Nontraditional methods of assessment (e.g., use of rubrics,

scales) allows 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 a 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.
6. Assessment should lead a student learning

-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.
PORTFOLIO
-Based on the lessons on the basic concepts and principles in
assessing learning using non-traditional 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.
PORTFOLIO
PRINCIPLE ILLUSTRATION OF PRACTICE
-
1. Assessment should reflect In our practicum course, we were asked to prepare a
real-life or real-world lesson plan then to execute the plan in front of the
contexts. students with my critic teacher around to evaluate
my performance. The actual planning of the lesson
and its execution in front of the lesson 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.
PORTFOLIO

- PRINCIPLE ILLUSTRATION OF PRACTICE

1.

2.

3.