Group 1.ppt “Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods”

“
“Basic Concepts, Theories, and Principles in
Assessing Learning Using Alternative Methods”
LESSON 1:

Desired Learning Outcomes
In this Lesson, you are expected to;
Define and explain the alternative assessment and
related concepts; and
Demonstrate an understanding of the different
principles in assessing learning using alternative
methods of assessment.

What is Assessment?
The Process of gathering
quantitative and/or
qualitative data for the
purpose of making
decisions.

What is Assessment Of Learning?
The systematic and Purpose-Oriented
collection, analysis and interpretation
of evidence of student learning in
order to make informed decision
relevant to the learners.

What is 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.

What is Assessment For Learning?
Formative in nature-meant to
identify gaps in the learning
experience of students, so they
can be assisted in achieving the
curriculum outcomes.

What is Traditional Assessment?
refers to the use of traditional
assessment strategies or tools to
provide infromation on student
learning..
- objective paper and pencil
test are used to assess students.

what is an alternative Assessment?

what is an alternative assessment?
Alternative Assessment refers to the use of
alternative or nontraditional assessment
strategies or tools to collect information on
student learning.

examples of alternative forms of
assessment are performance-oriented and
product-oriented assessment methods.

At the core of alternative assessment is the
need to design and implement assessment tasks
or activities that refrain from using traditional
paper-and-pencil tests, which typically assess
cognitive learning outcomes and thus have right
or wrong answers.

Features of Alternative Assessment
(Silvetre-Tipay 2009, p.58)
•
Assessment
is
based
on
Authentic
Tasks
that
demonstrate
learners’
ability
to
acomplish
communication
goals.
•
Instructor
and
learners
focus
on
communication,
not
on
right
and
wrong
answers.
•
Learners
help
to
set
the
criteria
for
successful
completion
of
communication
tasks;
and
•
Learners
have
opportunities
to
assess
themselves
and
their
peers.

......The use of alternative assessments can lead
to more authentic assessment of learning....
.... is more concerned with performance
assessment or performance based assessment.

Performance Assessment
refers to assessing student
learning requiring a
student to perform a task
or develop a product as a
demonstration of one’s
learning.

 the emphasis is on assessing what students
know and what they can do.
 if the task to be demonstrated closely
resembles what is typically performed or
experienced in the real world (high degree
of realism), then performance assessment
is also more authentic.

 the focus of the assessment is on
providing opportunity fir the
students to apply what they have
learned through task
performance and or product
creation.

Portfolio Assessment
 pertains to student’s 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 students and is typically acompanied by
personal narratives and reflections.

Portfolio Assessment
 the use od 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).
 a portfolio assessment also allows the assessment of students
learning proccesses and products/outputs in a comprehensive
and integrative mannet.

 Performance Rubric (for
psyhcomotor outsomes) and
 rating scale 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 classroom.

Models of Alternative Assessment
The three most common models of nontraditional
assessment are:
1) Emergent Assessment
2) Developmental Assessment
3) Authentic Assessment

Emergent Assessment
 Emergent Assessment is based on Michael Scriven’s
goal free evaluation model (1967).
 In this model, the assessment focuses on determining
the ‘effects’ of instruction on studnets.
 the emphasis is on the assessment of both the
intended and unintended effects of learning outcomes.
 the

Emergent Assessment
 Hence, assessment is not limited to collecting
information if the intented learning outcomes
defined were met or not, but also gives
importance to unintended learning outcomes
wether positive or negative.

Emergent Assessment
 Emergent Assessment examines how and what the
eduactional program and instruction are doing to
address the needs of students.
 The assessor should have no preconcieved notions or
basis regarding learning outcomes or instructional
goals.

Emergent Assessment
 With this model, assessment is more
qualitative and the assessor is uses
multiple methods to record all dat
accurately and determine their
importance and quality.

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, whereas
 Indirect Evidence refers to proxy signs for learning that are less
tangible and less compelling compared to direct evidence.

Developmental Assessment
 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 has developed or improved after instruction.
 it involves a comparison of what students can do at different time points
and or different contexts to assess if there is progress.

Developmental Assessment
 Developmental Assessment is
said to be useful for assessing
learning outcomes based on
student’s development rathen
than a final product.
 Assessor should have adequate
knowlegde of how a skill or attribute
develops so appropriate assessment
strategies and tools can be designed.

Authentic Assessment
 Authentic Assement is 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-word contexts.

Authentic Assessment
 the authenticity of assessnment 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 environments.

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. replicated real-world communication contexts and situations;
3. involve multistage tasks and real problems that require creative
use of language rather than simple repetiton;
4. require learners to produce a quality product or performance.

Criteria in Determining if an Assessment Task or Activity is
Authentic or Not (Silvestre-Tipay 2009)
The Assessment task or activity can..
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 procceed.

Principles in Assessing Learning using Alternative Methods
1. Assessment is both process-and product oriented.
 gives equal importance to student performance or product
and the process they engage in to perform or produce a
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 higher-order- cognitive outcomes or skills.
 the use of non-traditional or alternative assessment allows the assessment of both
lower and higher-order cognitive outcomes.

3. Assessment can include a measure of noncognitive learning
outcomes.
 assessment of psychomotor and affective outcomes are also
important learning outcomes, they are considered noncognitive
learning outcomes.
 they can be assessed using rubrics, scales, and checklists.

4. Assessment should reflect real-life or real-world contexts.
 Assessment should closely, if not fully approximate to real-life
situations or experiences.
 more authentic tasks expected to be more meaningful for
students.
 learning by doing.

5. Assessment must be comprehensive and hollistic.
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 a multiple periods to
assess learning overtime.

6. Assessment should lead to student learning.
 assessment should be like classroom instruction.
 assessment for learning- the use of assessment to identify the needs of the students in
order to modify instruction or the learning activities in the classroom.
 assessment as learning- used assessment tasks, feedbacks, and resukts to help students
practice self-regulation and make adjustments in order to achieve the curriculum
outcomes.

Prepared by;
GROUP 1
Plaza, Karl Angelo O.
Azul, Merry Rose D.
Canales, Mary Anne
Alpato, Loreza A.
THANKYOU!

Group 1.ppt “Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods”

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Group 1.ppt “Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods”