with

Assistant Professor III

Chapter 1
Basic Concepts,
Theories, and
Principles in Assessing
Learning Using
Alternative Methods
 Chapter 1
Basic Concepts, Theories, and
Principles in Assessing Learning
Using Alternative Methods

1. What is alternative assessment?

2. What are the different models of alternative
assessment?
3. What are the different principles in assessing
learning using alternative methods?
 Recall.
 The definition of:
1. Assessment
2. Assessment in Learning
 Over-all goals of assessment.
 The approaches to assessment.
 The similarities or differences of
assessment to the concepts of
measurement and evaluation of
learning.
 Park Questions.

 How do we classify Identification and

Fill in the Blank types of test, an
objective or subjective tests?
 Can we call Alternative Assessment an
Authentic Assessment, and vice versa?
 Can we categorize essay as an
alternative assessment?
 Recall.
 The definition of:
1. Assessment
2. Assessment in Learning
 Over-all goals of assessment.
 The approaches to assessment.
 The similarities or differences of
assessment to the concepts of
measurement and evaluation of
learning.
 Assessment
 Latin word assidere which means to sit
beside another (Wiggins, 1993)
 Assessment
 Latin word assidere which means to sit
beside another (Wiggins, 1993)
 process of gathering quantitative and/or
qualitative data for the purpose of
making decisions
 Recall.
 The definition of:
1. Assessment
2. Assessment in Learning
 Over-all goals of assessment.
 The approaches to assessment.
 The similarities or differences of
assessment to the concepts of
measurement and evaluation of
learning.
 Assessment in 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
 process of gathering *evidence of
students’ performance over a period of
time to determine learning and mastery
of skills (*experiments, dialogue record,
journals, written works, portfolios, and
other learning tasks)
 Assessment in Learning
 characterized as:
a.) process,
b.) based on specific objectives; and,
c.) from multiple sources
 vital to education process similar to
curriculum and instruction because their
impact are determined by assessing
students’ learning
 educators must be knowledgeable and
competent in assessing learners
 Recall.
 The definition of:
1. Assessment
2. Assessment in Learning
 Over-all goals of assessment.
 The approaches to assessment.
 The similarities or differences of
assessment to the concepts of
measurement and evaluation of
learning.
 Overall Goals of Assessment
 to improve student learning
 provide students, parents, and teachers
with reliable information regarding the
student progress and extent of
attainment of the expected learning
outcomes
 Recall.
 The definition of:
1. Assessment
2. Assessment in Learning
 Over-all goals of assessment.
 The approaches to assessment.
 The similarities or differences of
assessment to the concepts of
measurement and evaluation of
learning.
 Approaches to Assessment
(The purpose of classroom
assessment.)

 Assessment Of Learning
 Assessment For Learning
 Assessment As Learning
 Approaches to Assessment
(The purpose of classroom
assessment.)

 Assessment Of Learning
 Assessment For Learning
 Assessment As Learning
 Assessment
Of Learning
 also known as Summative Assessment
 the systematic and purpose-oriented
collection, analysis, interpretation of
evidence of student learning in order
to make informed decisions relevant
to the learners
 usually given at the end of a unit,
grading period or a term to assess
learning for grading purposes
 Assessment
Of Learning
 aims to determine learner’s mastery of
content and attainment of learning
outcomes
 provides information of the quantity and
quality of what students have learned or
achieved at the end of instruction
 Assessment
Of Learning
 used to evaluate student learning at the
end of an instructional unit
 provides teachers with information
about the effectiveness of their teaching
strategies and how they can improve
their instruction in the future
 informs learners of what they have done
well and what they need to improve in
their future classes
Summative Assessment
 Approaches to Assessment
(The purpose of classroom
assessment.)

 Assessment Of Learning
 Assessment For Learning
 Assessment As Learning
 Assessment
For Learning
 also known as Formative Assessment
 identifies the needs of the learners in
order to modify instruction or learning
activities
 occurs throughout the teaching and
learning process to clarify and ensure
student learning and understanding
 Assessment
For Learning
 used to monitor student learning to
provide information to both the teacher
and the learners on how they can
improve the teaching and learning
process
 In the case of the teachers, collected
information on student learning allows
them to make adjustments to their
instructional processes and strategies.
 Assessment
For Learning
 In the case of the learners, through
teacher’s feedback and progress reports,
they learn their strengths and
weaknesses that will enable them to
better their performances.
 Examples: assignments, informal
questioning techniques, drawing a
concept map to represent their
understanding, turning in a research
proposal for early feedback, etc..
 Assessment
For Learning
 Is Pre-Test and Post-Test included?
 Yes, because formative assessment
activities happen before, during, and
after the lesson.
 Do we record and grade Formative
Assessment results?
 The results of formative assessment
activities are recorded but they are not
graded.
Formative Assessment
 Approaches to Assessment
(The purpose of classroom
assessment.)

 Assessment Of Learning
 Assessment For Learning
 Assessment As Learning
 Assessment
As Learning
 also known as Self - Assessment
 helps learners become self-regulated
 assessment by itself is already a form
of learning for the students; as
students assess their own learning or
their peers, they are learning
As an educator, do you think
we should focus on a single
purpose of assessment?
If yes, which of the three should
we focus on the most?

Although it is difficult to perform an

assessment with three purposes in mind,
educators must understand the three
purposes of assessment including when
and how to use them all together.
 Recall.
 The definition of:
1. Assessment
2. Assessment in Learning
 Over-all goals of assessment.
 The approaches to assessment.
 The similarities or differences of
assessment to the concepts of
measurement and evaluation of
learning.
How is assessment in learning
similar or different from the
concept of measurement and
evaluation of learning?
 Measurement
 process of quantifying the attributes of
an object
 process of determining or describing the
attributes or characteristics of physical
objects in terms of quantity
 when we measure, we use standard
measurements like ruler, scale,
thermometer, pressure gauge, etc. to
measure how long, heavy, hot,
voluminous, etc. things are
 Measurement
 in the field of education, the quantities
and qualities of interest are abstract,
unseen, and cannot be touched so the
measurement process becomes difficult;
hence, the need to specify the learning
outcomes to be measured
 in the context of assessment,
measurement refers to the actual
collection of information on student
learning through the use of various
strategies and tools
 Measurement
 Example 1: knowledge of subject matter
is measured through standardized test
results (testing)

 Example 2: asking a group of experts to

rate student’s knowledge of the subject
matter in a scale of 1-5, 1 being the
lowest and 5 being the highest
(perception)
 Types of Measurement
 Objective (testing)
more stable because it will produce
more or less the same result when
repeated measurements of the same
quantity and quality are done

 Subjective (perception)
evaluated by giving an opinion
 Assessment and Testing
 a test is a form of assessment but not all
assessments use test or testing
 categorized as:
selected response asks students to
select the correct answer from a list of
options included in the item, examples:
matching, true/false and multiple choice..
constructed response asks students to
write, or “construct,” the correct answer,
examples: essay, fill-in-the-blank items..
 Assessment and Testing
 a test may use:
objective format (more bias-free
scoring since there is single correct
answer); and,
subjective format (allows for a less
objective means of scoring especially if
there is no rubrics)
 Assessment and Testing
 Table of Specifications (TOS)
a table that maps out the essential
aspects of a test (i.e. test objectives,
contents, topics covered by the test, item
distribution
used in the design and development of
the test
 Assessment and Testing
 Descriptive Statistics are usually used to
describe and interpret the results.

 A test is good if it has acceptable

psychometric properties (but not limited
to, reliability and validity of the test)
Reliability - the consistency of a
measure
Validity – the accuracy of a measure
 Evaluation
 originates from the word value
 process of making value judgements on
the information collected from
measurement based on specified criteria
 when we evaluate, we expect our
process to give information regarding
the worth, appropriateness, goodness,
validity or legality of something
 end results of evaluation are to: adopt,
reject, and revise
 Assessment and Grading
 process of assigning value to the
performance of achievement of the
learner based on specified criteria or
standards
 classroom tasks i.e. tests, performance
in recitation, seatwork, homework and
project are bases for grading
 grading is a form of evaluation that
determines whether a learner passed or
failed the activity/subject/course
 Chapter 1
Basic Concepts, Theories, and
Principles in Assessing Learning
Using Alternative Methods

1. What is alternative assessment?

2. What are the different models of alternative
assessment?
3. What are the different principles in assessing
learning using alternative methods?
 Traditional Assessment
vs
Alternative Assessment

There are experts that claim that these

are the only types of assessment.
 Traditional Assessment
vs
Alternative Assessment

There are experts that claim that these

are the only types of assessment.
 Traditional Assessment
 also known as inauthentic type of
assessment
 the use of conventional strategies or
tools to provide information about the
learning of students
 Traditional Assessment
 commonly used as basis for evaluating
and grading students because they are
easier to design and quicker to be
scored
 objective (i.e. multiple choice,
identification) and subjective (i.e. essay,
open-ended questions) paper-and-pencil
tests
 Traditional Assessment
vs
Alternative Assessment

There are experts that claim that these

are the only types of assessment.
 Alternative Assessment
 also known as Authentic Assessment and
Performance Assessment
 the use of alternative or non-traditional
assessment strategies or tools to collect
information on student learning
 Examples of Alternative Forms of
Assessment:
➢ Performance-Oriented
➢ Product-Oriented
 Student Performances
1. Oral Presentations/ 2. Dramatic/Creative
Demonstrations Performances

• Research paper/poster • Dance recital

presentation • Performance in a
play or musicals
• Individual or group
report • Poetry reading and
interpretation
• Skills demonstration
• Playing musical
• Extemporaneous speech instruments

3. Public Speaking 4. Athletic Skills

Demonstration/
• Debates
Competition
• Declamation
• Running
• Panel discussion
• Throwing
• Inspirational speech
• Jumping
 Products or Outputs
1. Visual Products 2. Kinesthetic Products
• Paintings • Diorama
• Collages • Sculpture
• Posters • Dance recital
• Video • Wood carvings
Presentations

3. Written Products 4. Verbal Products

• Essays • Audiotapes
• Poems • Voice recording
• Thesis/term paper • Speech scripts
• Movie/TV script
 Alternative Assessment
 the use of assessment strategies or tools
that allow learners to perform or create
a product that are meaningful to the
learners and are based on real-world
contexts (authenticity)
 more concerned with performance
assessment or performance-based
assessment
 Performance Assessment
 assessing student learning by requiring a
student to perform a task or develop a
product as a demonstration of one’s
learning
 provides an opportunity for the students
to apply what they have learned through
product creation and task performance
that resembles real-life setting (high
degree of realism and authenticity)
 Alternative Assessment
 can be assessed through performance
rubrics (for psychomotor outcomes) and
rating scales and checklists (for
affective or dispositional outcomes)
 alternative method in assessing learning
is through a portfolio
(a systematic and purposeful
collection of learning and performance
artifacts by a student that is accompanied
by personal narrative or reflections)
Features of Alternative
Assessment
by
Silvestre – Tipay (2009)
Features of Alternative Assessment
1. Assessment is based on authentic tasks
that demonstrate learner’s ability to
accomplish communication goals.
2. Instructorand 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 opportunities to assess
themselves and their peers.
 Chapter 1
Basic Concepts, Theories, and
Principles in Assessing Learning
Using Alternative Methods

1. What is alternative assessment?

2. What are the different models of alternative
assessment?
3. What are the different principles in assessing
learning using alternative methods?
 Different Models of
Alternative Assessment

Most common models:

1. Emergent Assessment
2. Developmental Assessment
3. Authentic Assessment
 Different Models of
Alternative Assessment

Most common models:

1. Emergent Assessment
2. Developmental Assessment
3. Authentic Assessment
 Emergent Assessment
 based on Michael Scriven’s Goal Free
Evaluation Model (1967)
Goal-free Evaluation is designed to
investigate all outcomes, you observe
without a checklist, but record all data
accurately and determine their
importance and quality.
 assessment is focused on the effects,
both the intended and unintended
effects, of instruction on students
 Emergent Assessment
 both the direct and indirect learning of
the students are collected hence the
assessor should use multiple methods in
recording
 the assessor should have no
preconceived notions or biases regarding
the learning outcomes or instructional
goals
 Different Models of
Alternative Assessment

Most common models:

1. Emergent Assessment
2. Developmental Assessment
3. Authentic Assessment
 Developmental Assessment
 focuses on determining the extent that
students have developed their
competencies from instruction
 adopts the pretest and posttest
methodology to collect information
about the progress of the students
 assessors must have adequate
knowledge of how a skill or attribute
develops
 Different Models of
Alternative Assessment

Most common models:

1. Emergent Assessment
2. Developmental Assessment
3. Authentic Assessment
 Authentic Assessment
 the use of assessment strategies or tools
that allow learners to perform or create
a product that is meaningful to the
learners and is based on real-world
contexts
 authenticity of assessment activities
vary on the degree not on the presence
or absence of it, the most authentic are
the ones that closely resemble real-
world tasks or applications in real-world
settings or environment
Criteria in Determining
if an Assessment Task
or Activity is Authentic
by
Silvestre – Tipay (2009)
 Criteria for Authenticity
The assessment task or activity can:
1. be built around topics or issues of
interest of students;
2. replicate real-world communication
contexts and situations;
3. Involve multistage tasks and real
problems that require creative use of
language rather than simple repetition;

…to be continued in the next page…

 Criteria for Authenticity
4. require learners to produce a quality
product or performance;
5. introduce the students to the
evaluation criteria and standards;
6. involve interaction between assessor
(instructors, peers, self) and person
assessed; and,
7. allow for self-evaluation and self-
correction as they proceed.
 Chapter 1
Basic Concepts, Theories, and
Principles in Assessing Learning
Using Alternative Methods

1. What is alternative assessment?

2. What are the different models of alternative
assessment?
3. What are the different principles in assessing
learning using alternative methods?
 Different Principles in
Assessing Learning using
Alternative Methods
There are different principles in the
assessment in learning, the following are
considered as the core principles:
1. Assessment is both process- and
product-oriented.
2. Assessment should focus on higher-
order cognitive outcomes.
…to be continued in the next page…
 Different Principles in
Assessing Learning using
Alternative Methods

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.
 Different Principles in
Assessing Learning using
Alternative Methods
There are different principles in the
assessment in learning, the following are
considered as the core principles:
1. Assessment is both process- and
product-oriented.
2. Assessment should focus on higher-
order cognitive outcomes.
…to be continued in the next page…
 Assessment is both
process-oriented and
product-oriented.

 assessment gives equal importance to

student performance or product and the
process they engage in to perform or
produce a product
 Different Principles in
Assessing Learning using
Alternative Methods
There are different principles in the
assessment in learning, the following are
considered as the core principles:
1. Assessment is both process- and
product-oriented.
2. Assessment should focus on higher-
order cognitive outcomes.
…to be continued in the next page…
Assessment should focus on higher-
order cognitive outcomes.
 assessment should provide opportunity
for learners to show their knowledge
through the demonstration of higher-
order cognitive outcomes (i.e. creating
& analyzing) or skills (i.e. creativity,
&critical thinking)
 Different Principles in
Assessing Learning using
Alternative Methods

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.
 Assessment can include a
measure of noncognitive
learning outcomes.

 assessment should target noncognitive

learning outcomes which are
psychomotor and affective outcomes
that are also important outcomes
 rubrics, scales and checklists are some
of the tools used to measure
noncognitive learning outcomes
 Different Principles in
Assessing Learning using
Alternative Methods

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

 assessment tasks or activities should be

authentic (closely resembles real-life
situations or experiences) because they
tend to be more meaningful to students
 Different Principles in
Assessing Learning using
Alternative Methods

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.
 Assessment must be
comprehensive and holistic.

 assessment must be performed in

variety of strategies and tools designed
to assess student learning in a more
integrative way over a period of time
 use of both traditional and alternative
assessment strategies and tools
 allow multiple assessors including self
and peers
 Different Principles in
Assessing Learning using
Alternative Methods

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.
 Assessment should lead
to student learning.

 should be like classroom instruction that

leads to learning
 consistent with assessment for learning
and assessment as learning
 End of Chapter 1.
 It is necessary that we have an adequate
understanding of the nature of alternative
assessment and how it will be used together with
the traditional assessment in assessing student’s
learning.
Learning the various principles of
assessment like being authentic and holistic is
also an essential aspect.
Authentic, when we make the assessment
practice meaningful to our learners as they
picture it to happen outside the classroom.
Holistic, when we provide assessment
tasks and activities that could inform students’
cognitive and affective learning.
If we know this by heart and apply them,
then, we can give justice to the performances of
our learners.