L1 Basic Concepts Theories and Principles in

Basic Concepts,
Theories, and Principles

in Assessing Learning
Using Alternative
Methods
Assessment Defined
Assessment – the process of gathering quantitative and/or
qualitative data for the purpose of making decisions.
Assessment of Learning – 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 traditional assessment
to identify the needs of students in order to modify instruction or the
learning activities in the classroom.
Assessment as Learning – involves students in the learning process
where they monitor their own progress, ask questions and practice
skills. Students use self-assessment and teacher’s feedback to reflect
on their learning, consolidate their understanding and works towards
learning goals.
Traditional Assessment – refers to the use of traditional assessment
strategies or tools to provide information on student learning.
A. objective type of tests (multiple choice)
B. subjective type (essay)
C. paper-pencil tests
What is alternative assessment?

Alternative Assessment – refers to the use of alternative or non-
traditional assessment strategies or tools to collect information on
student learning.
Examples:
• Performance-oriented assessment
• Product-oriented assessment
Features of Alternative Assessment
(Silvestre-Tipay, 2009)
1. 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. 3. learners help to set the criteria for successful completion of
communication tasks.
4. Learners have opportunities to assess themselves and their
peers.
Performance-based Assessment – refers to assessing
student learning by requiring student to perform a task or
develop a product as a demonstration of one’s learning.
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.
Portfolio – a collection of learning and performance
artifacts by a student and is typically accompanied by
personal narratives and reflections.
Most Common Models of Alternative Assessment
1. Emergent Assessment – based on Michael Scriven’s goal free evaluation
model (1967).
• Assessment focuses on determining the effects of instruction on students
• Emphasis is on the assessment of both the intended and unintended effects
or learning outcomes
• Examines how and what the educational program and instruction are doing
to address the needs of the students
• No preconceived notions or biases regarding learning outcomes or
instructional goals
• Assessment is more qualitative and uses multiple methods
• Direct and indirect evidences of student learning are both collected
• Direct evidences refer to tangible and compelling evidences of what
students have learned or not learned
• Indirect evidences refer to proxy signs for learning that are less tangible and
less compelling.
2. Developmental Assessment
• Focuses on determining the extent that students have developed
their competencies
• Adopts the pre-test and post-test methodology to collect
information
• Involves comparison of what students can do at different time
points and/or different contexts to assess if there is progress
• Useful in assessing learning outcomes based on students’
development
• Assessors should have adequate knowledge of how a skill or
attribute develops to design appropriate assessment strategies
and tools
3. Authentic Criteria for Authenticity of Activity (Silvestre-Tipay, 2009)
Assessment The assessment task or activity can…
• Uses assessment 1. Be built around topics or issues of interest to the
students.
strategies or tools
that allow learners to 2. Replicate real-world communication contexts and
perform or create a situations
product 3. Involve multistage task and real problems that
• The most authentic require creative use of language rather than simple
repetition
assessment allows
performances that 4. Require learners to produce a quality product or
performance
most closely
resemble to the real- 5. Introduce the students to the evaluation criteria and
world tasks or standards
applications in a real- 6. Involve interaction between assessor (professor, self,
world settings peers) and person assessed
7. Allow for self-evaluation and self-correction as they
proceed
Principles in Assessing Learning using
Alternative Methods
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.
5. Assessment must be comprehensive and holistic.
6. Assessment should lead to student learning.

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Basic Concepts,

Theories, and Principles

What is alternative assessment?

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