BASIC CONCEPTS,

THEORIES, AND
PRINCIPLES IN
ASSESSING LEARNING
Group 1 Babaran. Karen
Baquiran, Raechelle
Binarao, Karylle
Bulan, Babylin
Cuntapay, Christopher
Jimenes, Adelyn
Lazaro, Lhaari
Monsejos, Cherith
Sibbaluca, Analyn
Objectives
Define and explain Demonstrate an
the alternative understanding of the
assessment and different principles in
assessing learning using
related concepts;
alternative methods of
and assessment.
 Alternative assesment
What is an alternative assessment? •
ASSESSMENT is generally defined as the process of gathering
quantitative and/or qualitative data for the purpose of making
decisions, whereas ASSESSMENT OF LEARNING can be 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 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 assisted in achieving the curriculum
outcomes.
 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. Traditional assessments are 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.
Features of alternative
assessment (Silvestre-
Tipay 2009, 58):
• 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.
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.
Portfolio assessment- which pertains to students'
construction and use of portfolios in a purposeful
and systematic manner in order to document their
progress in 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.
 Topic 2. Different
models of alternative
assessment
 EMERGENT
based on ASSESSMENT
Michael Scriven's goal free evaluation
model (1967). In this model, the 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.
 DEVELOPMENTAL
ASSESSMENT
Focuses on determining the extent that students
have developed their competencies from
instruction. This model adopts a pretest and
post-test methodology to collect information if a
student has developed or improved after
instruction.
 AUTHENTIC
ASSESSMENT
The most popular model for alternative 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
Topic 3. Different
principles in
assessing learning
using alternative
methods
 Assessment is both
process- and product-
oriented
An assessment gives equal importance to
student performance or product and the
process they engage in to perform or
produce a product.
 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.
Assessment can include a measure
of noncognitive learning outcomes.
Traditional assessment focuses on knowledge and
other cognitive learning outcomes. However,
psychomotor and affective outcomes are also
important learning outcomes, and there are
learning targets that are non cognitive in nature.
 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.
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.
 Assessment should lead to student
learning.
This means that assessment should be like
classroom instruction. This principle is consistent
with the concept of assessment for learning and
assessment as learning.
THANK YOU
STAY
HYDRATED!!!