Republic of the Philippines

Surigao del Sur State University

Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

Name: PLATERO, RACHEL E.

Year/Section: BEED 2B

Professor: Mrs. Marites Polizon

Table 1.1 Key Differences Between Traditional Assessment and Alternative

Assessment

Area Traditional Assessment Alternative Assessment

Definition Use of traditional is an approach in the

assessment strategies or assessment of student
tools to provide information learning that refers to the
on student learning use of assessment
strategies or tools that allow
the learners to perform or
create product that is
meaningful to the learners
as they are based on terms
of degree and not in terms
of real- world context.
Tools Paper-and-pencil tests Portfolio assessments
Focus Knowledge On level of the application
of knowledge and skills to
real life.
Orientation Outcome-oriented Performance grading
Assessor Teacher or External Teacher Or Student

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 1

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

In a clean sheet of paper, identify three core principles we discussed in the class. Then
describe how a current or previous teacher demonstrated in practice the principle you
selected and discussed. Share your insights on how your teacher’s assessment
practices allowed you to improve your learning.

Principle Illustration of Practice

1. Encourage contact between students The contacts between the teachers and
and faculty students are vital to the student’s success.
This is a practice on how the teachers
communicate to their students effectively.

2. Develop reciprocity and cooperation Characteristics of good learning and

among students collaborative and social. Working together
improves thinking and understanding.

3. Encourage active learning Learning is active process. The students

need to make learning a part of them as a
practice on how they improve effectively.

TRANSFER

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 2

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

Prepare a plan on how you will conduct assessment based on the core principles
we learned. Refer to the K to 12 Curriculum to identify the competencies targeted by
instruction and how you intend to assess your future students following the principles in
assessing learning using alternative methods. Use the matrix provided to write your
ideas on how you should design and conduct assessment of student learning based on
the core principles.

Principle Plan in Applying the principles in Your

Classroom Assessment

Assessment is both process-and product- The students should focus on the

oriented. importance of how the product processing.

Assessment should focus on higher-order The students should assess higher level
cognitive outcomes. cognitive skills.

Assessment can include measure of no The students will be affective if the

cognitive learning outcomes. outcomes are also important learning
outcomes, and there are learning targets
that are non-cognitive in nature

Assessment should reflect real-life or real- The students should be grounded in real
world contexts. world contexts.

Assessment must be comprehensive and the use of both traditional assessment and
holistic. alternative assessment strategies and
tools should be considered so that they
can performed using different varieties of
learning.

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 3

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

Assessment should lead to student It will help the students develop critical
learning. thinking and analysis skills.

EVALUATE

Part 1. Evaluate the assessment plan matrix that you have developed by using
the following checklists:

Yes No Item Criteria

√
1 I understand what each of the principles means.
√
2 I was able to provide an answer (plan or strategy in
assessment) in each of the principles given.

√ 3 I was able to make a plan or strategy for assessment that

correctly matches and addresses each principle.

√ 4 I was able to answer the matrix by applying what I have

learned about the basic concepts in alternative
assessment.

√ 5 I was able to answer the matrix by applying what I have

learned about the principles in assessment of learning
using nontraditional methods.

Part 2.For each item, circle the option that corresponds to what you think is the best
answer.

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 4

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

1. Which of the following is NOT TRUE about alternative assessment?

A. Provides learners opportunities to assess themselves and their peers.
B. Is less authentic compared with traditional assessment.
C. Involves collection of information on student learning.
D. Does not focus on right and wrong answers.

ANS. D

2. Which of the following statements about traditional assessment is NOT TRUE?

A. Its task are more difficult to design.
B. Is associated with the use of paper-and-pencil tests.
C. Allows assessment of higher-order cognitive outcomes.
D. Is less authentic compared with alternative assessment.

ANS. C

3. Which model of alternative assessment is said to be useful for assessing learning

outcomes based on students’development rather than a final product of output?
A. Authentic assessment
B. Developmental assessment
C. Emergent assessment
D. Performance assessment

ANS. B

4. Which of the following assessment tasks is the LEAST AUTHENTIC?

A. Answering a multiple-choice test
B. Performing in a field demonstration
C. Preparing a research proposal
D. Participating in a musical concert

ANS. D

5. Teachers should also rate each student contribution in the creation of their group
project. This statement is most reflective of which principle of assessment?
A. Assessment should focus on higher-order cognitive outcomes.
B. Assessment is both process-and-product-oriented.
C. Assessment must be comprehensive and holistic.
D. Assessment should lead to student learning.

ANS. B

REFLECT

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 5

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

1. Examine the assessment plan you have developed. Are you satisfied with
it?

Ans. Yes, I’m satisfied because the assessment plan have a good
intentions.

2. Is there something you want to change or improve in the assessment

plan?
Ans. None
3. Which among the principles did you find easy to illustrate in the way you
planned your assessment? Why?
Ans. The principle that I find easy which is the Assessment should
lead to student learning because this assessment is focusing on how the students
develop their critical thinking and how they learn from it.
4. Which among principles did you find difficult to illustrate in the way you
planned your assessment? Why?
Ans. The principle that I find difficult which the Assessment is can
include a measure of noncognitive learning outcomes because the assessment is not
end by itself but a vehicle of educational improvements. This is also identifying as bias.

5. How did the activity help you understand assessment of learning using
alternative methods?

Ans. The activity helps me understand on how to encourage the

learners to step out of their comfort zone and think outside the box.
SUSTAIN
Evaluate the extent of your knowledge and understanding about assessment of learning
and its principles.

Indicators Great Moderate Not at All

Extent Extent
1. I can define alternative √
assessment.
2. I can explain what assessment of √
learning is using alternative
methods means.
3. I can compare and contrast √
traditional assessment and
alternative assessment.
4. I can enumerate the criteria in √
determining if an assessment task
or activity is authentic or not.

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 6

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

5. I can explain what performance √

assessment means.
6. I can define what portfolio is. √
7. I can explain what each of the √
principles of assessment using
alternative methods means.
8. I can give examples of assessment √
tasks or activities that conform with
one or more of the core principles of
assessing learning using alternative
methods.
9. I can give examples of assessment √
tasks or activities that do not
conform with one or more core
principles of assessing learning
using alternative methods.
10. I understand what it means to have √
good assessment practices in the
classroom.

Portfolio Assessment
Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your contents (5Cs).

What output/s in this lesson

shows you are very good in the Chosen Output Why?
following:
1. Content (the output reflects Example: Because if reflects the
understanding of the topic Constructed Table of framework of the test,
discussed) Specifications which is the Revised
Bloom’s Taxonomy
where the six cognitive
processes are given as
well as the four
dimensions of
knowledge.
2. Critical Thinking (the Based on a study College graduates tend
output reflects ability to showing that college to earn more money than
critique/evaluate/solve graduates tend to live non- graduate, and the
problems) longer than those who people who have more
do not graduate from money are able to
college, a researcher purchase better health

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 7

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

conclude that studying care. It’s not about the

causes people to live studying more but the
longer. primary contributing
factor toward longer life.
3. Creative Thinking (the Design sample exam It simplifies that you
output reflects ability to questions to test your challenge yourself in way
create new ideas) knowledge as your of something creative
study for a final. and that’s reason why
push for it to make your
exam passed.
4. Communication (the Expressing your By having a
output reflects ability to feelings to someone conversation with
express one’s ideas in else. her/him.
words or actions)
5. Collaboration (the output Doing group activity Giving ideas by
reflects ability to work well suggesting one by one.
with others)

Lesson 2
Using the example as reference, complete the learning targets task by supplying the
required information on the table provided.

Title of Lesson: The Mathematics Curriculum in Primary and Lower Secondary Grade

Table 2.7. Learning Targets Task

Instructional Lesson Type of Sample Learning

Objective/Lear Content Learning Targets
ning Outcome Targets
Related to the
Lesson
Content

At the end of A. Number Knowledge It can help the students

the lesson, understand the basic
students should mathematical concepts
be able to and computational skills.
emphasize the
importance of
acquiring B. Shape and Reasoning I can have ability to
subject matter Space appreciate patterns and
knowledge and the structures of shapes.
skills in
mathematics C. Measurement Skills It helps the students to
curriculum area. develop number and
symbol as well as
measurement and the

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 8

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

capability of students on
how they use their skills in
measuring an object.

D. Data handling Knowledge How the students develop

and algebra their mathematical
conceptualization of the
said topic.

TRANSFER

Now select a specific lesson for a subject area and grade level that you think you should
be able to teach and handle when you are already a teacher in a school. Using the DepEd
Curriculum Guide for the subject, create an assessment plan for student learning by formulating
learning targets that can be best assessed using alternative methods of assessment (you may
focus on skills, products, affective, or any combination of these learning targets). Then, propose
specific nontraditional assessment tasks or activities to measure the identified learning targets.
Use Table 2.8 for this task.

Table 2.8.Assessment Plan Using Alternative Assessment Methods

Subject
Mathematics

Specific Lesson
Numeracy Assessment

Learning Outcome/s/
Instructional Objectives At the end of the lesson, students should be able to understand of
learning develops the skills and knowledge that needed to progress.

Learning Targets

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 9

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

Knowledge and Skills

Assessment Task/
Activity (Alternative) Student- reflections interest and surveys.

Why use this

assessment By giving a teacher a clear view of numeracy learning.
task/activity

How does this

assessment By helping to facilitate professional learning in numeracy
task/activity help you development in schools.
improve your
instruction?
How does this
assessment This activity helps me to understand and achieve what the specific
task/activity help your goal of this topic.
students achieve the
intended learning
outcomes?

EVALUATE

Part 1.Evaluate the learning targets and assessment tasks and activities that you have
developed in your assessment plan by using the following checklist.

Yes No Item Criteria

√ 1 I was able to formulate specific learning targets.
√ 2 The learning targets I made contain information on what the students
must know and what they need to do to demonstrate what they know.
√ 3 The learning targets I made are congruent with at least one learning
outcome or instructional objective in the subject.
√ 4 I was able to identify alternative assessment task/s or activity/ies that
match/es the learning targets.
√ 5 I was able to complete the task in the table by applying what I have
learned about learning targets and alternative assessment methods.

Part 2.For each item, circle the option that corresponds to what you think is the best answer.

1. What level in Bloom’s taxonomy of educational objectives in the affective domain refers
to having a personal value system?
A. Internalizing values
B. Organization
C. Responding
D. Valuing

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 10

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

Ans. D

2. The learning target “Discuss the difference between learning target and educational
objectives” is an example of which type of learning target?
A. Knowledge
B. Product
C. Reasoning
D. Skills

Ans. C

3. The learning objective “Demonstrate interest in joining co-curricular organizations in

school” is an example of which type of affective learning outcome in Bloom’s taxonomy?
A. Internalizing values
B. Organization
C. Responding
D. Valuing

Ans. B

4. Which of the following assessment strategies is best matched with affective learning
targets?
A. Use of inventory
B. Use of multiple-choice test
C. Use of performance rubric
D. Use of product rubric

Ans. C

5. The student can do backstroke in swimming. This statement refers to what type of
learning targets?
A. Affect
B. Disposition
C. Product
D. Skill

Ans. C

REFLECT

1. Examine the learning targets/s you have developed. Are you satisfied with it/them?

Ans. Yes, because the learning target have a good intention.

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 11

 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: [email protected]
Website: www.sdssu.edu.ph

____________________________________________________________________

2. Is there something you want to change or improve in the learning target/s? Why?

Ans. None.

3. What type of learning targets did you use in your learning targets? Why?

Knowledge because it will defining the said topic.

4. What was you basis in selecting the alternative assessment method to measure the
learning targets? Why?

5. How did the task in Table 2.7 help you understand the use of alternative assessment for
learning?

SUSTAIN

Evaluate the extent of your knowledge and understanding about learning targets and
appropriate or alternative assessment methods.

Indicators Great Moderat Not at

Extent e Extent All
1. I can differentiate between educational objectives √
and learning targets.
2. I can enumerate the different levels of expertise in √
Bloom’s Taxonomy of Educational Objectives in
Affective Domain.
3. I can enumerate the different levels of expertise of √
Sim√pson’s Taxonomy of Educational Objectives in
the Psychomotor Domain.
4. I can formulate sample learning targets that for each √
type of learning targets.
5. I know the types of learning targets that are best √
assessed using alternative methods of assessment.
6. I can formulate specific skill learning targets given √
specific lesson.
7. I can formulate specific product learning targets √
given specific lesson.
8. I can formulate specific affective/disposition learning √
targets given a specific lesson.
9. I can match alternative assessment methods √
appropriate to specific learning targets.
10. I can select or design an assessment task or activity √
using alternative methods of assessment to measure
a specific learning target.

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 12