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    Pink Rose Manding Bsed-English 3-1 EDUC-7 Lesson 1 Develop 1. What Is Alternative Assessment of Learning?

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    The document discusses alternative assessment and compares it to traditional assessment. It provides definitions of traditional and alternative assessment, examples of different models of alternative assessment, and criteria for authentic assessment tasks. The key differences highlighted are that alternative assessment measures application of knowledge through realistic tasks, focuses on the learning process, and can have varying solutions, while traditional assessment is more objective and focuses on measuring knowledge through right/wrong answers. The document also provides principles of alternative assessment, such as aligning with learning outcomes and ensuring students have skills to complete assessments.

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    Pink Rose Manding Bsed-English 3-1 EDUC-7 Lesson 1 Develop 1. What Is Alternative Assessment of Learning?

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    PinkRose Manding
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    The document discusses alternative assessment and compares it to traditional assessment. It provides definitions of traditional and alternative assessment, examples of different models of alternative assessment, and criteria for authentic assessment tasks. The key differences highlighted are that alternative assessment measures application of knowledge through realistic tasks, focuses on the learning process, and can have varying solutions, while traditional assessment is more objective and focuses on measuring knowledge through right/wrong answers. The document also provides principles of alternative assessment, such as aligning with learning outcomes and ensuring students have skills to complete assessments.

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    Lesson 1 Educ7

    Original Title

    Lesson1 EDUC7

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    The document discusses alternative assessment and compares it to traditional assessment. It provides definitions of traditional and alternative assessment, examples of different models of alternative assessment, and criteria for authentic assessment tasks. The key differences highlighted are that alternative assessment measures application of knowledge through realistic tasks, focuses on the learning process, and can have varying solutions, while traditional assessment is more objective and focuses on measuring knowledge through right/wrong answers. The document also provides principles of alternative assessment, such as aligning with learning outcomes and ensuring students have skills to complete assessments.

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    © All Rights Reserved
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    29 views4 pages

    Pink Rose Manding Bsed-English 3-1 EDUC-7 Lesson 1 Develop 1. What Is Alternative Assessment of Learning?

    Uploaded by

    PinkRose Manding
    The document discusses alternative assessment and compares it to traditional assessment. It provides definitions of traditional and alternative assessment, examples of different models of alternative assessment, and criteria for authentic assessment tasks. The key differences highlighted are that alternative assessment measures application of knowledge through realistic tasks, focuses on the learning process, and can have varying solutions, while traditional assessment is more objective and focuses on measuring knowledge through right/wrong answers. The document also provides principles of alternative assessment, such as aligning with learning outcomes and ensuring students have skills to complete assessments.

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    of 4

    Pink Rose Manding

    BSED-ENGLISH 3-1
    EDUC-7

    Lesson 1

    Develop
    1. What is alternative assessment of learning?
    Alternative Assessments are a method of evaluation that measures a student's level of
    proficiency in a subject as opposed to the student's level of knowledge. Alternative
    assessment's overall purpose is to allow students to demonstrate their knowledge and
    do tasks in unique and creative ways.
    2. How similar or different is traditional assessment from alternative learning
    assessment?
    Traditional assessment strategies are more objective, reliable and valid. On the other
    hand, alternative assessments carry some concerns in terms of subjectivity, reliability
    and validity. While traditional tests have right or wrong answers, alternative assessments
    have varying solutions based on how a student comes to interpret and solve a
    challenge, problem or task. Alternative assessments can be created for any subject
    matter.
    3. Give three models of alternative or nontraditional assessment.
    The three most common models of nontraditional assessments are Emergent
    assessment, development assessment and authentic assessment.
    4. Give three criteria for an assessment task or activity to be considered as
    authentic.
    Authentic Assessment is realistic, requires judgment and innovation, asks the student to
    “do” the subject, and replicates or simulates the contexts in which adults are “tested” in
    the workplace or in civic or personal life.
    5. Give and explain three principles in assessing learning using alternative methods.

    a) Your starting point is the learning outcomes for the modules the alternative assessment
    should align with these outcomes.
    b) Ensure students have sufficient skills to demonstrate their learning. They should have an
    opportunity, where possible, to trial any unfamiliar method, without grading.
    c) Students should be given clear comprehensive instructions on all aspects of the operation
    and completion of the online assessment, including such information on the required file
    formats and the number of attempts allowed for that assessment component.
    Table 1.1
    Area Traditional Assessment Alternative Assessment
    Definition Use of traditional assessment the process of gauging the
    strategies or tools to provide
    information on students
    students’ learning by
    learning asking them to perform
    real-life tasks and
    meaningfully apply what
    they have learned.
    Tools Paper-and-pencil tests portfolios, oral presentations
    Focus Knowledge level of the application of
    knowledge and skills to real
    life
    Orientation Outcome-oriented  learning process and the
    learning outcomes
    Assessor Teacher or external Teacher or external

    APPLY

    Principle Illustration of Practice


    Assessment is both process and product My EDUC6 teacher required us to create a
    oriented. portfolio during our first semester. It displays
    all of our class's outputs and performances.
    Assessment must be comprehensive and We did a lot of dramatization and reporting in
    holistic. many subjects during the face-to-face class.
    Our teacher evaluates each performance
    based on a set of criteria or rubrics. The
    teacher may occasionally allow us to grade
    our peers based on a set of criteria.

    TRANSFER
    PRINCIPLE ILLUSTRATION OF PRACTICE
    Assessment is both process and product I will be a reflective teacher, and always
    oriented think of how I can help my students learn
    best; I will consider my students’ welfare
    before my own.
    I will align my assessment with my
    learning goals, outcomes and instruction.
    Assessment should focus on higher oder I will integrate my assessments with
    cognitive outcomes. many rich learning opportunities. I will
    employ a few formal traditional
    assessments, and complement it
    with plenty of fun yet effective informal
    authentic assessments. I will make sure
    that traditional assessments are carefully
    crafted to tap my students’ higher level of
    thinking skills.
    Assessment should reflect real life or real I will match my assessment with my
    world contexts. students’ readiness, profile, needs, and
    preferences; I will adjust my teaching
    accordingly.
    Assessment must be comprehensive and I will ensure that these informal authentic
    holistic. assessments are valid, reliable and
    properly guided by rubrics and standards.
    Assessment should lead to student learning. I will use assessments to tap my students’
    low and high level cognitive
    skills: knowledge, comprehension,
    synthesis, application, and evaluation.

    EVALUATE
    YES NO ITEM
    / 1
    / 2
    / 3
    / 4
    / 5

    PART 2
    1. C
    2. A
    3. C
    4. B
    5. B

    SUSTAIN
    Indicators Great Extent Moderate Extent Not at all
    1 /
    2 /
    3 /
    4 /
    5 /
    6 /
    7 /
    8 /
    9 /
    10 /

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