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.

Assessment for learning refers to the use of assessment to identify the needs of 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 students, so they can be assisted in
achieving the curriculum outcomes.

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 the basis
for evaluating and grading students. They are more commonly used in classrooms because they are
easier to design and quicker to be scored.

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 or wrong
answers.

The following are features of alternative assessment:

1. Assessment is based on authentic tasks that demonstrate learners’ ability to accomplish

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; and

4. Learners have opportunities to assess themselves and their peers.

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 uses paper-and-pencil tests, alternative assessment is more
concerned with performance assessment or performance-based 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 the 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 a purposeful and systematic manner in order to
document their progress in the attainment of learning targets. 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 a portfolio allows students 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.

Three Most Common Models of Alternative Assessment

1. Emergent Assessment

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 or 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.

2. Developmental Assessment

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 progress.
Developmental assessment is said to be useful for assessing learning outcomes based on students’
development rather than a final product.
 3. Authentic Assessment

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 the 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.

Authentic assessment…

…allows for the possibility of multiple human judgment.

…relates more closely to classroom learning.

…teaches students to evaluate their own work.

…is designed to be criterion referenced rather than norm referenced.

The following can be used as criteria in determining if an assessment task or activity is authentic or not:

The assessment task or activity can…

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

There are many principles in the assessment of learning using alternative assessment or nontraditional
methods. Based on the different readings and references on these principles, the following may be
considered as core principles:

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.