HOLY INFANT COLLEGE

Benigno Aquino Ave., Utap Hills, P.O. Box 63 Tacloban City

Tel. # (53) 832-2455; Email Address: [email protected]
Administered by the Religious Sisters of Mercy (RSM)

COLLEGE OF EDUCATION AND LIBERAL ARTS

Course and Year Level: BEED 2

Subject: PROF. ED. 6
Academic Year: 2020- 2021
Semester: Second

Learning Competencies:
Create an assessment plan using alternative methods of assessment
Develop an assessment tool to measure affective outcomes of learning
Use rubrics to assess students’ performance and outputs
Use quantitative analysis to report the results of alternative methods of assessment
Communicate learners’ progress based on alternative methods of assessment

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 Assessment in Learning 2

INTRODUCTION

Assessment is a critical step in the learning process. It determines whether or not

the course's learning objectives have been met. A learning objective is what students should
know or be able to do by the time a lesson is completed. Assessment affects many facets of
education, including student grades, placement, and advancement as well as curriculum,
instructional needs, and school funding.
Assessment is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine whether or not
they understand course material. Assessment can also help motivate students. If students know
they are doing poorly, they may begin to work harder. Just as assessment helps students,
assessment helps teachers. Frequent assessment allows teachers to see if their teaching has been
effective. Assessment also allows teachers to ensure students learn what they need to know in
order to meet the course's learning objectives.
This module is divide into three chapters. The first chapter focuses on the basic concepts,
theories, and principles in assessing learning using alternative methods. Second chapter
introduces the different alternative ways of assessment, characteristics, guidelines, and the
conduct for its administration. The third chapter is on the analysis and reporting of assessment
data using alternative methods. The last lesson in this course is the communication and reporting
of assessment data from alternative methods, which will enable teachers to gain some techniques
and ethical considerations in communicating assessment data from nontraditional methods.
In this module, you will learn answer different questions on principles of the given topics
such as the following:
a) Different methods of alternative assessments
b) Learning targets appropriate for alternative assessment
c) Characteristics of a good performance assessment
d) Rubrics for alternative assessment
e) Forms of feedback
This module presents the different concepts and theories for new insights, and this also
includes individual activities that will allow one to understand the different tasks to develop in
the entire course.

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 OBJECTIVE
S

At the end of this module, one should be able to:

1. Define and explain the alternative assessment and related concepts.
2. Formulate learning targets that can be assessed through performance and
product-oriented assessment.
3. Design appropriate performance assessment tools for intended student
learning outcomes.
4. Create an assessment toll to measure affective learning outcomes.
5. Develop a plan in assessing students’ learning using portfolio assessment.
6. Develop appropriate rubrics to assess students’ performance and outputs.
7. Create a set of criteria, factors, and characteristics to be assessed using
alternative methods.
8. Provide appropriate feedback based on alternative methods of assessment.

PRE- ASSESSMENT

Direction: Read the following statements below. Choose the letter of the correct answer from the
given choices.
1. It is generally defined as the process of gathering quantitative and/or qualitative data for the
purpose of making decisions.
a. grading c. assessment
b. testing d. evaluation
2. This refers to the use of assessment strategies to provide information on student learning and
typically objective, and subjective paper and pencil tests are used.
a. alternative assessment c. paper and pencil assessment
b. traditional assessment d. essay type assessment
3. This refers to the use of non-traditional assessment strategies or tools to collect information
on student learning.
a. traditional assessment c. alternative assessment
b. performance-based assessment d. paper-and-pencil test
4. These are specific statements of student performance at the end of an instructional unit.
a. learning targets c. specific objectives
b. educational objectives d. general objectives
5. This refers to the assessment of student learning by requiring a student to perform a task or
develop a product as a demonstration of one’s learning.
a. authentic assessment c. traditional assessment

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 b. portfolio assessment d. performance assessment
6. A statement on what students are supposed to learn and what they can do because of
instruction.
a. educational objectives c. learning targets
b. general objectives d. specific objectives
7. It does not determine the grades of the students but rather helps teachers determine what
steps need to be taken to help students achieve academic success.
a. psychomotor assessment c. knowledge assessment
b. affective assessment d. evaluation
8. A student’s reaction whether negative or positive, favorable or unfavorable toward learning,
subject, teachers, classmates, homework, and projects or even attitude with wearing of
uniforms, attendance to flag ceremony, and others.
a. attitudes c. interest
b. values and beliefs d. motivation
9. It is what students are “into” or the learner’s disposition about a topic.
a. attitudes c. interest
b. values and beliefs d. motivation
10. An inner drive, impulse, emotion, or desire that moves one to a particular action.
a. attitudes c. interest
b. values and beliefs d. motivation
11. These include principles that one considers to be right, and consequently which guides the
person’s future actions and decisions.
a. attitudes c. beliefs
b. values d. motivation
12. An assessment tool that specifies the performance expectations for any kind of student
work, particularly those that are not traditional in nature, such as portfolio, outputs or
projects, performances, collaborative work, and research.
a. grading c. test
b. rubric d. evaluation
13. A good rubric should be able to communicate to the students what are expected of them in
the course, allow them to reflect on their performance, and provide them opportunities to
improve on areas that they did not do well.
a. aligned c. valid
b. authentic d. diagnostic
14. A good rubric should include criteria and performance indicators or descriptors that are
meaningful and require application of real-life skills.
a. aligned c. valid
b. authentic d. diagnostic
15. It is used to measure students’ favorability and unfavorability toward a certain object.
a. likert scale c. linear numeric scale
b. verbal frequency d. graphic scale
16. It is used to measure how often a habit is done.
a. likert scale c. linear numeric scale
b. verbal frequency d. graphic scale

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 17. This uses illustrations to represent the degree of presence or absence of the characteristics
measured.
a. likert scale c. linear numeric scale
b. verbal frequency d. graphic scale
18. This is used when a large array of ratings is provided among the participants within a
continuum.
a. likert scale c. linear numeric scale
b. verbal frequency d. graphic scale
19. Given every time students perform task whether it is a paper-and-pencil test or performance
task.
a. rating c. grade
b. feedback d. record
20. Given after the performance of the task.
a. rating c. feedback after performance
b. feedback during performance d. grade

EXPLORING

Activity 1

Direction: Answer the following questions.

1. What is alternative assessment of learning?
2. How similar or different is traditional assessment from alternative assessment?

FIRMING- UP

Activity 2

Read and analyze the questions below. Write your answers in your notebook/ journal.
1. Give three models of alternative or nontraditional assessment.
2. Give three criteria for an assessment task or activity to be considered as authentic

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TOPIC 1. INTRODUCTION TO ASSESSMENT IN LEARNING 2
Lesson 1: Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative
Methods
Assessment is generally defined as the process of gathering quantitative and/or
qualitative data for the purpose of making decisions.
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.
Traditional assessment refers to the use of traditional assessment strategies or
tools to provide information on student learning.
Alternative assessment refers to the use of alternative or non-traditional
assessment strategies or tools to collect information on student learning.
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.
Authentic assessment is where students thoughtfully apply their acquired skills
to a new situation or environment. It usually includes task for students to perform
and a rubric by which their performance on the task will be evaluated.

Different Models of Alternative Assessment

The three most common models of nontraditional assessment are:
1. Emergent assessment- the assessment focuses on determining the “effects” of
instruction on students
2. Developmental assessment- focuses on determining the extent that students have
developed their competencies from instruction.
3. Authentic assessment- 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.

Principles in Assessing Learning Using Alternative Methods

1. Assessment is both process-and product-oriented.
2. Assessment should focus on higher-order cognitive outcomes.
3. Assessment can include a measure of no cognitive 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.

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 APPLICATION

Activity 3

Direction: 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. The first one is done for you.

Principle Illustration of Practice

1. Assessment should reflect In our practicum course, we were asked to prepare a lesson plan
real-life or real-world then to execute the plan in front of the students with my critic
contexts. teacher around to evaluate my performance. The actual planning
of the lesson and its execution in front of the class and the critic
teacher are authentic ways of assessing my ability to design and
deliver instruction rather than being assessed through
demonstration in front of my classmates in the classroom.

Lesson 2: Learning Targets for Performance and Product-Oriented Assessment

Bloom’s Taxonomy of Educational Objectives
Educational objectives are specified statements of student performance at the end of an
instructional unit.
Bloom’s Taxonomy of Educational Objectives consists of three domains:
1. Cognitive
2. Affective
3. Psychomotor
Bloom’s Taxonomy of Educational Objectives in the Affective Domain describes five
level of expertise: receiving, responding, valuing, organization, and characterization by
a value or value complex.

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 Taxonomy of Educational Objectives in Psychomotor Domain

TOPIC 2: THE NATURE OF SMALL BUSINESS

What is a Small Business
Small business may be defined by using any of the two approaches: market share
or total assets.
 Under the market share approach, small business may be defined as one
which is independently owned and operated and which is not dominant in
it field of operations.
 A small business may be defined under the total assets approach as one
having total assets that fall within a certain bracket.

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 Learning Targets
Type of Learning Targets Description Sample
Knowledge targets Refers to factual, conceptual, I can discuss the research
and procedural information design that I used for my
that students must learn in a thesis.
subject or content area.
Reasoning targets Knowledge-based thought I can justify my choice of
processes that students must Analysis of Variance
learn. It involves application of (ANOVA) as my statistical
knowledge in problem-solving, analysis for my thesis
decision-making, and other research.
tasks that require mental skills.
Skills target Use of knowledge and or I can perform Analysis of
reasoning to perform or Variance (ANOVA) on
demonstrate physical skills. research data using the
software SPSS.
Product targets Use of knowledge, reasoning, I can write the results and
and skills in creating a concrete discussion section of a thesis
or tangible product. manuscript.
Affective targets Refers to affective I can appreciate the role of a
characteristics that students can thesis adviser in the
develop and demonstrate completion of a thesis
because of instruction research.

Appropriate Alternative Methods of Assessment for Learning Targets

All five types of learning targets (knowledge, reasoning, skill, product, and affect) can be
assessed by the use of alternative methods of assessment, but three types of learning
targets can be best assessed using alternative assessments. These are the following:
1. Skills- best assessed through performance-oriented or performance-based
assessment skills are best gauged through actual task performance.
2. Products- best assessed through product assessment.
3. Affect- best assesse through affective assessment or the use of self-report
measures (checklists, inventories, questionnaires, scales) and other alternative
strategies to assess affective outcomes.

Activity 4

Direction: Complete the table below by formulating sample learning targets per type.
Type of Learning Targets Sample Learning Targets
Knowledge targets
Reasoning targets
Skills targets

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 Product targets
Affective targets

CHAPTER II: ALTERNATIVE WAYS IN ASSESSING LEARNING

Lesson 3: Performance Assessment
Performance assessment is an assessment activity or set of activities that require
students to generate product or performances that provide direct or indirect evidence of
their knowledge, skills, and abilities in an academic content domain.

Product assessment- is used for assessing learning outcomes that involve designing or creating
projects or products such as research papers, art exhibits, reflective essays, and portfolios.

Performance-Based tasks- include actual performances of making those products, such as

carrying out laboratory experiments, exhibiting creative and artistic talents such as,
dancing, painting, and playing a musical instrument.

Characteristics of a good performance assessment

1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
2. It provides opportunities for students to show both what they know and how well they
can do what they know.
3. It allows students to be involved in the process of evaluating their own and their peers’
performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements, and scoring criteria to the students before the start
of the activity and the assessment.

General Guidelines in Designing Performance Assessment

1. What are the outcomes?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g.,
problem-solving, decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes
and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting,
engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative or real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?

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How to conduct performance assessment
1. Define the purpose of performance or product-based assessment.
2. Choose the activity/output that you will assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess the student’s performance/product.

Activity 5
Direction: Create an assessment plan for a subject and topic of your choice. Use the template
below to come up with your performance assessment plan.
Subject: _____________
Topic: ______________
Desired Learning Types of Performance
Course Topic
Outcome Tasks

References:
Ubiña-Balagtas, Marilyn, David, Adonis P., Golla Evangeline F et. al. Assessment in Learning 2

https://www.edglossary.org
https://www.study.com
https://www.wikipedia.com

Prepared by:

RHEA MAE R. QUEIPO, LPT

Instructor

All rights reserved. Only bonafide learners of Holy Infant College in the College department can reproduce these
materials. Unauthorized person is liable to the institution for Intellectual Property Code, RA 8293.
Copyright© Holy Infant College 2020
All rights reserved. Only bonafide learners of Holy Infant College in the College department can reproduce these
materials. Unauthorized person is liable to the institution for Intellectual Property Code, RA 8293.
Copyright© Holy Infant College 2020