DEVELOP

Let us check what ideas you have acquired about the basic concepts and
principles in assessing learning using nontraditional or alternative methods.

1. What is alternative assessment of learning?

 For me, alternative is the opposing side of the traditional assessment.
Alternative assessment is the modern way of assessing students, the
basis of alternative assessment is outcome-based and performanced-
based. This assessment is based on the students performance rather
than paper-and-pencil-test.

2. How similar or different is traditional assessment from alternative

assessment?
 Traditional and alternative assessment both assess and evaluate the
student and also measures the students capability and learning it’s
just that they differ in implementing the assessment because
traditional assessment uses traditional way of teaching and assessing
where class discussion is like spoon feeding the students the
information and uses paper-and-pencil test for assessment where
cognitive skills is the only skill thats been measure unlike alternative
assessment which is using outcome and performance based
assessment where in students would be graded based on their
performanced with the task given and this assessment also exercises
the psychomotor skills of the students because they are working and
performing a task and affective domain because they can assess
themselves.

3. Give three models of alternative or nontraditional assessment.

 Emergent Assessment- focuses on determining the effect of
instruction on students.
 Developmental Assessment- focuses on determining the extent that
the students have develop their competencies for instruction.
 Authentic Assessment- this 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 based on real world
contexts.

4. Give three criteria for an assessment task or activity to be considered

as authentic.
 Allow for self-evaluation and self-correction as they proceed.
 Require learners to produce a quality product or performance.
 Replicate real-world communication context and situations.

5. Give and explain three principles in assessing learning using

alternative methods.
 Assessment should reflect real life or real world context- the
assessment to be given should be based on real life situation for
the students to relate it to their experiences and could be easily
achieve and for it to be more meaningful to the students.
  Assessment should lead to student learning- after every
assesment students must have learned or gained something
relevant and meaningful from the class instruction that they can
use or apply in their lives.
 Assessment must be comprehensive and holistic- students
must be assess fairly, not subjected to any bias decisions. Ifferent
assessment tools can be use to avoid subjective assessment.

Table 1.1. Key Differences Between Traditional Assessment and Alternative

Assessment

Area Traditional Assessment Alternative Assessment

Definition Use of traditional The use of alternative or
assessment strategies or nontraditional assessment
tools to provideinformation strategies or tools to collect
on student learning. information on students
learning.
Tools Paper-and-pencil-tests Rubrics and Scales
Focus Knowledge Performance and Product
Creation
Orientation Outcome- oriented Performance-oriented and
Product-oriented
Assessor Teacher or External Teacher and Students

APPLY

Based on the lessons on the basic concepts and principles in assessing

learning using nontraditional or alternative methods, select three core
principles in assessing learning and explain them in relation to your
experience with a previous or current teacher in one of your courses/subjects.

In a clean sheet of paper, identify three core principles we discussed in

the class.
Then describe how a current or previous teacher demonstrated in practice the
principle you selected and discussed. Share your insights on how your
teacher’s assessment practices allowed you to improve your learning.

Principle Illustration of Practice

Assessment should reflect real-life or Our instructor told us to do a
real world contexts. demonstration teaching, we were asked
to prepare a lesson plan and execute it
infront of the class with our instructor to
critic/evaluate my performance and also
the lesson plan I made. Making alesson
plan and executing it infront of the class
 with our instructor as a critic is an
authentic way of assessing my ability to
design and execute the lesson plan.
Assessment should lead to student After my teaching demonstration the
learning. instructor gives me a feedback about my
demonstration of how was it and I was
given a tips on how to improve my
execution and also how to improve my
lesson plan so that, next time I’ll do
better. It’s an authentic way of
assessing me because tips and advices
were given after my demonstration to
help me do better next time which I
know that those tips and advices would
be use entirely for my other
demonstration.
Assessment must be comprehensive In our demonstration teaching, we were
and holistic. graded based on our performanced and
lesson plan made using a rubric/criteria
that’s been discussed to us beforehand.
It’s an authentic way of assessment
because its an objective type of
assessment where it is based on my
capability so their is no biased
assessment because rubrics were
followed.

TRANSFER
Prepare a plan on how you will conduct assessment based on the core
principles we learned. Refer to the K to 12 Curriculum to identify the
competencies targeted by instruction and how you intend to assess your
future students following the principles in assessing learning using alternative
methods. Use the matrix provided to write your ideas on how you should
design and conduct assessment of student learning based on the core
principles.

Principle Plan in Applying the Principles in Your

Classroom Assessment
Assessment is both process-
and A compilation of the students output and
product- oriented. activities including written and non-
written (like handicraft product). the
compilation would serve as their
portfolio.
Assessment should focus on higher- The students would perform an
order cognitive outcomes. experiment like the “Cool Off Volcano”
experiment, where they would be mixing
 water, baking soda, and food coloring in
a bowl and would be put in a refrigerator
to frozen. After that, it would be remove
from the refrigerator and in the bowl to
form a volcano alike and then vinegar
would be drop into the frozen mixture
little by little. The students would write
their observation on the activity they had
performed.
Assessment can include a measure of Let the students present a role play or a
noncognitive learning outcomes. dance presentation as their practical
activity.
Assessment should reflect real- life or Make the students paint which would
real- world contexts. base or reflect their selves, surroundings
or family and let them share it to the
class why did they come up with that
painting.
Assessment must be comprehensive Give the students a practical exam and
and holistic. written exam and be graded using a
rubric or any tools that is objective with
the grading system.
Assessment should lead to student The students would be able to make
learning. something useful out of recycled
materials.

EVALUATE

Part 1. Evaluate the assessment plan matrix that you have developed by
using the following checklist:

Yes No Item Criteria

/ 1 I understood what each of the principles means.
/ 2 I was able to provide an answer (plan or strategy
in
assessment) in each of the principles given.
/ 3 I was able to make a plan or strategy for
assessment that correctly matches and addresses
each principle.
/ 4 I was able to answer the matrix by applying what I
have learned about the basic concepts in
alternative assessment.
/ 5 I was able to answer the matrix by applying what I
have learned about the principles in assessment
of learning using nontraditional methods.
Part 2. For each item, circle the option that corresponds to what you think is
the best answer.

1. Which is the following is NOT TRUE about alternative assessment?

A. Provides learners opportunities to assess themselves and their peers.

B. Is less authentic compared with traditional assessment.

C. Involves collection of information on student learning. Instructional Module in

D. Does not focus on right and wrong answers.

2. Which of the following statements about traditional assessment is

NOT TRUE?

A. Its tasks are more difficult to design.

B. Is associated with the use of paper-and-pencil tests.

C. Allows assessment of higher-order cognitive outcomes.

D. Is less authentic compared with alternative assessment.

3. Which model of alternative assessment is said to be useful for

assessing learning outcomes based on students’ development rather

than a final product or output?

A. Authentic assessment

B. Developmental assessment

C. Emergent assessment

D. Performance assessment

4. Which of the following assessment tasks is the LEAST AUTHENTIC?

A. Answering a multiple- choice test

B. Performing in a field demonstration

C. Preparing a research proposal

D. Participating in a musical concert

5. Teachers should also rate each student contribution in the creation of

their group project. This statement is most reflective of which principle

of assessment?

A. Assessment should focus on higher- order cognitive outcomes.

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

C. Assessment must be comprehensive and holistic.

D. Assessment should lead to student learning.

REFLECT

1. Examine the assessment plan you have developed. Are you satisfied
with it?
 To be honest, I am not satisfied with the assessment plan that I made,
I feel like it lacks something or something is wrong with it but I am
willing and open for feedback and advices to improve my work.

2. Is there something you want to change or improve in the assessment

plan?
 Yes, I do want to change my assessment plan for a better output.

3. Which among the principles did you find easy to illustrate in the way
you planned your assessment? Why?
 Assessment can include a measure of non-cognitive outtcomes. This
principle is not just all about the students cognitive ability but also
concerns into the students psychomotor/movement skills and students
affective domain/feelings. This principle gives opportunity to the
students who are not into academic but into sports.

4. Which among the principles did you find difficult to illustrate in the
way you planned your assessment? Why?
 Assessment should focus on high order cognitive outcomes. This a
complicated and hard to perform.

5. How did the activity help you understand assessment of learning

using alternative methods?
  Through this activity I’ve learned that everything that what the teacher
have given to the students must have a basis and must lead to
students learning. And also, I’ve learned that it would be better to give
the students an activity where learning could be measured or could be
benchmark check to see the students progress.

SUSTAIN

Evaluate the extent of your knowledge and understanding about

assessment of learning and its principles.

Indicator Great Extent Moderate Extent Not at All

1. I can define alternative /
assessment.
2. I can explain what assessment /
of learning is using alternative
methods means.
3. I can compare and contrast /
traditional assessment and
alternative assessment.
4. I can enumerate the criteria in /
determining if an assessment
task or activity is authentic or not.
5. I can explain what /
performance assessment means.
6. I can define what a portfolio is. /
7. I can explain what each of the /
principles of assessment using
alternative methods means.
8. I can give examples of /
assessment tasks or activities
that conform with one or more of
the core principles of assessing
learning using alternative
methods.
9. I can give examples of /
assessment tasks or activities
that do not conform with one or
more of the core principles of
assessing learning using
alternative methods.
10. I understand what it means to /
have good assessment practices
in the classroom.