Lesson 1

Basic Concepts, Theories,

and Principles in Assessing
Learning Using Alternative
Methods
By : Jacque Rio O. Garcia
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.
In contrast, 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.
What is an alternative
assessment?

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
(Silvestre-Tipay 2009, p.58):

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. Learners help to set the criteria for successful
completion of communication tasks; and
4. Learners have opportunities to assess themselves
and their peers.
While the practice of assessing learning using traditional
methods like paper- and-pencil tests is still common in
many classrooms, there is an emerging trend toward the
use of alternative assessment or assessment using
nontraditional methods, which in theory and practice can
capture learning targets and learning outcomes in more
authentic ways. Indeed, 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.
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.
 rtfolio assessment, which pertains to students' constructio
d use of portfolios in a purposeful and systematic manner
der to document their progress in the attainment of learnin
rgets. A portfolio is a collection of learning and performanc
tifacts by a student and is typically accompanied by person
rratives and reflections. The use of a portfolio allows studen
document and demonstrate their accomplishments in th
assroom and provide opportunities to the learners and the
achers to evaluate the progress in a given period of tim
olentino 2009). A portfolio assessment also allows th
sessment of students' learning processes an
oducts/outputs in a comprehensive and integrative manner.
Other alternative strategies for assessing learning are
assessment of non-cognitive learning outcomes
through performance rubrics (for psychomotor
outcomes) and rating scales and checklists (for
affective or dispositional outcomes). The use of rubrics
and scales may also provide opportunities for using
self-assessment and peer assessment, which allow for
a more comprehensive assessment of student learning
and performance in the classroom.
What are the different models
of alternative assessment?

The three most common models of

nontraditional assessment are: )
Emergent Assessment, (2)
Developmental Assessment, and (3)
Authentic Assessment.
Emergent assessment is based on Michael Scriven's goal
free evaluation model (1967). 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.
 mergent assessment examines how and what the educationa
rogram and instruction are doing to address the needs o
tudents. The assessor should have no preconceived notions o
iases regarding learning outcomes or instructional goals. With thi
model, assessment is more qualitative and the assessor use
multiple methods to record all data accurately and determine the
mportance and quality. Hence, categories emerge from th
bservations of the assessor. In this model, direct and indirec
vidence of student learning are both collected. Direct evidenc
efers to tangible and compelling evidence of what students hav
nd have not learned, whereas indirect evidence refers to prox
gns for learning that are less tangible and less compellin
evelopmental assessment, on the other hand, focuses o
etermining the extent that students have developed the
ompetencies from instruction. This model adopts a pre-te
nd post-test methodology to collect information if a studen
as developed or improved after instruction. It involves
omparison of what students can do at different time poin
nd or different contexts to assess if there is progres
evelopmental assessment is said to be useful for assessin
arning outcomes based on students' development rather tha
final product. Assessors should have adequate knowledge o
ow a skill or attribute develops so appropriate assessmen
thentic assessment is the most popular model for alternativ
sessment. It is an approach in the assessment of stude
rning that refers to the use of assessment strategies or too
at allow learners to perform or create a product that
aningful to the learners as they are based on real-wor
ntexts. The authenticity of assessment tasks is best describe
terms of degree and not in terms of the presence or absenc
authenticity. Hence, an assessment can be more authentic
s authentic compared to other assessments. The mo
thentic assessments are the ones that allow performance
at most closely resemble real-world tasks or applications
 The following can be used as criteria
in determining if an assessment task
or activity is authentic or not
(Silvestre-Tipay 2009):
The assessment task or activity can...
1. be built around topics or issues of interest to the 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:
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 (instructor, peers, self) and
person assessed; and
What are the different principles
in assessing learning using
alternative methods?

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. An
assessment gives equal importance to student
performance or product and the process they engage in to
perform or produce a product. While traditional
assessment methods are focused on assessing student
products or outputs, non- traditional or alternative
methods like performance assessment and portfolio
assessment give value to the product developed by
students, as well as in the process students have
undergone to develop the product.
2. Assessment should focus on higher-order cognitive
outcomes. For assessment to be valid and authentic, it should
require students to demonstrate their knowledge. However,
the focus should be on providing tasks or activities that would
allow students' demonstration of higher-order cognitive
outcomes (e.g., creating, analyzing) or skills (e.g., creativity,
critical thinking). The use of nontraditional or alternative
methods of assessment like performance assessment allows
the assessment of both lower-order and higher-order cognitive
outcomes in ways that are more authentic.
3. Assessment can include a measure of noncognitive learning
outcomes. Traditional assessment focuses on knowledge and
other cognitive learning outcomes. However, psychomotor and
affective outcomes are also important learning outcomes, and
there are learning targets that are noncognitive in nature.
Hence, an assessment should also consider the assessment of
these noncognitive outcomes. Nontraditional assessment tools
like rubrics, scales, and checklists allow the measurement of
noncognitive learning outcomes that allow a more complete
and assessment of student learning.
4. Assessment should reflect real-life or real-world
contexts. Assessment tasks or activities should be
authentic. The assessment should closely, if not fully
approximate real-life situations or experiences.
Authenticity of assessment can be thought of as a
continuum from least authentic to most authentic, with
more authentic tasks expected to be more meaningful for
students. Performance assessment is optimal if the
performance task to be demonstrated is similar or close to
what is expected in the real world.
5. Assessment must be comprehensive and holistic.
Assessment should be performed using a variety of strategies
and tools designed to assess student learning in a more
integrative way. Assessment should be conducted in multiple
periods to assess learning over time. Moreover, the use of
both traditional assessment and alternative assessment
strategies and tools should be considered. Nontraditional
methods of assessment (e.g., use of rubrics, scales) allow the
possibility of multiple assessors, including the use of self and
peer assessment. This ensures that students are being
6. Assessment should lead to student learning. This means
that assessment should be like classroom instruction. This
principle is consistent with the concepts of assessment for
learning and assessment as learning. 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. In assessment as learning,
assessment tasks, results, and feedback are used to help
students practice self-regulation and make adjustments in
order to achieve the curriculum outcomes.
Thank You!