ASSESSMENT IN LEARNING 2
CHAPTER 1 INTRODUCTION TO ASSESSMENT IN LEARNING
LESSON 1
BASIC CONCEPTS, THEORIES AND PRICIPLES IN ASSESSING LEARNING USING ALTERNATIVE METHODS
Learning Outcomes:
 Explain the alternative assessment and related concepts and
 Demonstrate an understanding of the different principles in assessing learning using alternative
methods of assessment
To be able to fully describe what alternative assessment for learning is, you need to develop a matrix
of the difference between the traditional and alternative assessment of learning and document the
experiences of teachers who apply the principles in assessing learning using nontraditional methods.
You are expected d to read this information before the discussion, analysis and evaluation when you
meet the teacher face-to-face or in your virtual classroom. If the information provided in this worktext
is not enough, you can look up more information that you can access on the internet.
What is alternative assessment?
Assessment is generaIly defined as the process of gathering quantitative and/or qualitative data
for the purpose of making decisions, whereas assessment in 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.
In practice, most teachers use traditional assessment methods to assess and evaluate the
learning of students in the classroom. 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.
In contrast, 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 (SilvestreTipay 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;
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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 learn 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.
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.
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 and 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: (1) 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 (and 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.
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Emergent assessment examines how and what the educational program and instruction are
doing to address the needs of students. The assessor should have no preconceived notions or biases
regarding learning outcomes or instructional goals. With this model, assessment is more qualitative and
the assessor uses multiple methods to record all data accurately and determine their importance and
quality. Hence, categories emerge from the observations of the assessor. In this model, direct and
indirect evidence of student learning are both collected. Direct evidence refers to tangible and
compelling evidence of what students have and have hot learned, whereas indirect evidence refers to
proxy signs for learning that are less tangible and less compelling compared to direct evidence.
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. Assessors should have adequate knowledge of
how a skill or attribute develops so appropriate assessment strategies and tools can be designed.
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 realworld 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.
activity is authentic or not (Silvestre-Tipay 2009):
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 o 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
7. allow for self-evaluation and self-correction as they proceed.
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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 an 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 assessments by students, and
portfolio assessment gives 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 higherorder cognitive outcomes (eg., creating, analyzing) or skills (e.., 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 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 assessed in a more comprehensive and holistic way.
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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.
ACTIVITY
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?
2. How similar or different is traditional assessment from alternative assessment?
3. Give three models of alternative or nontraditional assessment.
4. Give three criteria for an assessment task or activity to be considered as authentic.
5. Give and explain three principles in assessing learning using alternative methods.
To know if you have acquired the needed information about the basic concepts and principles in
alternative assessment, use the table provided to develop a matrix of the difference between
traditional assessment and alternative assessment of learning. Everyone will share and discuss in
the class the matrix has developed.
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