Module 1 Content

Assessment of Learning 2 Dr. Polemer M.
Cuarto
UNIT 1
Basic Concepts, Theories and Principles in Assessing Learning using Alternative Methods
Learning Outcomes:
At the end of the unit, the students should be able to:
1. Define and explain the alternative assessment and related concepts
2. Demonstrate an understanding of the different principles in assessing learning using alternative
methods of assessment
Module Content
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. In contrast, assessment for
learning refers to the use of assessment to identify the needs of the 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 the students, so they can be assisted
in achieving the curriculum outcomes.
In most practice, most teachers use traditional assessment methods to assess and evaluate
the learning of students in the classroom. 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 basis for evaluating and grading students. They are more
commonly used in the classrooms because they are easier to design and quicker to be scored.
In contrast, 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. 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 and wrong answers. The following are features of alternative
assessment (Silvestre-Tipay,2009, p.58):
1. Assessment is based on authentic tasks that demonstrate learner’s 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
4. Learners have the opportunities to assess themselves and their peers.
While the practice of assessing learning using traditional methods like paper-and-pencil tests
is still common in many classrooms, there is an emerging trend toward the use of alternative
assessment or assessment using non-traditional methods, which in theory and practice can capture
Assessment of Learning 2 Dr. Polemer M. Cuarto
learning targets and learning outcomes in more authentic ways. Indeed, the use of alternative
assessment can lead to more authentic assessment of learning. In comparison, traditional
assessments are viewed as less authentic types of assessment.
While traditional assessment typically used paper-and-pencil tests, alternative assessment
is more concerned with performance 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 assessment is on providing opportunity 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. 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.
Another alternative method of assessing learning is through portfolio assessment, which
pertains to students’ construction and use of portfolios in purposeful and systematic manner in order
their progress in the attainment of learning outcomes. 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 portfolio allows student 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 processes and products/outputs in a comprehensive and integrative manner.
Other alternative strategies for assessing 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.
What are the Different Models of Alternative Assessment?
The three most common models of non-traditional assessment are: 1. Emergent

Assessment,2. Developmental Assessment and 3. Authentic 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 students. The
emphasis is on the assessment of both the intended and unintended effects of learning outcomes.
Hence, assessment is not limited to collecting information if the intended learning outcomes defined
were met or not, but also gives importance to unintended learning outcomes whether positive or
negative.
Emergent assessment examines how and what the educational program and instruction are
doing to address the needs of students. The assessor should have no preconceived notions or biases
regarding learning outcomes or instructional goals. With this model, assessment is more qualitative
and the assessor uses multiple methods to record all data accurately and determine their importance
and quality. Hence, categories emerge from the observations of the assessor. 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, on the other hand, 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 a progress. Developmental assessment is said to be 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.
Authentic assessment 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-world contexts. The authenticity of assessment tasks is best described in terms of
degree and not in terms of 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.
The following can be used as 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 quality product or performance
5. introduce the students to the evaluation criteria and standards
6. involve interaction between assessor (instructor, peers, self) and the person assessed and
7. allow for self-evaluation and self-correction as they proceed.
What are the Different Principles in Assessing Learning Using Alternative Methods?
There are many principles in the assessment of learning using alternative assessment.
Based on the different readings and references, the following may be considered as core principles:
1. 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. While traditional assessment
methods are focused on assessing student products or outputs, 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. However, the focus should be on providing tasks and activities that would
allow demonstration of higher order cognitive outcomes (e.g. creating, analyzing) or skills
(e.g. creativity, critical thinking). The use of alternative assessment like performance
assessment allows the assessment of both lower and higher order cognitive outcomes in
ways that are more authentic.
3. 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. Hence, the
assessment should also consider the assessment of this noncognitive outcomes.
Nontraditional assessment tools like rubrics, scales and checklists allow the measurement
of noncognitive learning outcomes that allow a more complete assessment of student
learning.
4. 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. Authenticity of assessment can be
thought of as a continuum from least authentic to most authentic, with more authentic tasks
expected to be more meaningful for students. 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. Moreover, the use of both traditional
assessment and alternative assessment strategies and tools should be considered.
Nontraditional methods of assessment (e.g. use of rubrics, scales) allow 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 to 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 the students
in order to modify instruction or the learning activities in the classroom. In assessment as
learning, assessment tasks, results and feedback are used to help students practice self-
regulation and make adjustments in order to achieve curricular outcomes.
-End of Module 1-

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Assessment of Learning 2 Dr. Polemer M.

What is an Alternative Assessment?

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

What are the Different Models of Alternative Assessment?

The three most common models of non-traditional assessment are: 1. Emergent

The following can be used as criteria in determining if an assessment task or activity is

The assessment task or activity can:

1. be built around topics or issues of interest to the students

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

2. Assessment should focus on higher order cognitive outcomes.

3. Assessment can include a measure of noncognitive learning outcomes.

4. Assessment should reflect real-life or real-world contexts.

6. Assessment should lead to student learning.

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