Basic Concepts, Theories and Principles

in Assessing Learning using Alternative Methods

LESSON 1 / CHAPTER 1

Balagtas, M.U., David, A.P., Golla, E.F., Magno, C.P., & Valladolid, V.C. (2019). Assessment in
Learning 2: Outcomes-based Worktext. Quezon City: Rex Book Store, Inc.
 What is Assessment?

⮚ Assessment is generally defined as the process of gathering quantitative and/or qualitative

data for the purpose of making decisions.

⮚ Assessment of learning can be defined as the systematic and purpose-oriented collection,

analysis, and interpretation of evidences of student learning in order to make informed
decisions relevant to the learners.

⮚ 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

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 What is an Alternative Assessment?

⮚ 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.

⮚ 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.

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 Alternative Forms of 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.

⮚ Portfolio assessment 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 with personal narratives and reflections.

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 Alternative Forms of Assessment

• Other alternative strategies for assesing learning are assessment of non-

cognitive 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.

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What are the Different Models of Non-Traditional Assessment?

Framework Description
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.
❑ Assessment is not limited in collecting information if the intended
learning outcomes defined were met or not as the unintended learning
outcomes are also important, whether positive or negative.
❑ Examines how and what the educational program and instruction is
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.
❑ In this model, direct and indirect evidence of student learning are
both collected.

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What are the Different Models of Non-Traditional Assessment?

Framework Description
Developmental 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 have developed or improved after instruction.
It involves comparison of what students can do at different time points
and/or different contexts to assess if there is progress.
❑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.

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What are the Different Models of Non-Traditional Assessment?

Framework Description
Authentic Assessment ❑ An approach in assessment of student learning that refers to the use of
assessment strategies or tools that allow learners to perform or create
products that are 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
environment.

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What are the Different Models of Non-Traditional Assessment?

Framework Description
Authentic Assessment ⮚ Criteria in determining if an assessment task or 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 multi-stage 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.

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 What are the Different Principles in
Assessing Learning?

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

2. Assessment should focus on higher-order cognitive
outcomes.
3. Assessment can include a measure of non-cognitive learning
outcomes.
4. Assessment should reflect real-life or real-world contexts.
5. Assessment must be comprehensive and holistic.
6. Assessment should lead to student learning.

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