Assessment Learning 1

Alternative Assessment

 a blanket term that covers multiple methods that focus on the level of application of knowledge and skills to
real-life situations.
 measures and evaluates students’ abilities in ‘real world' contexts.
 It does not only measure an ability to recall facts and memorize details instead students are asked to
demonstrate their skills and concepts what they have learned.
 the student thoughtfully applies their acquired skills to the new situation or new environment in other words
students can learn how to apply their skills to authentic tasks or projects.
1. Learners as contributor of knowledge
2. Authentic and Situated in the Classroom
3. Dynamic and Ongoing Assessment
4. Empowerment of Students

Different Models of Alternative Assessment

1. Emergent Assessment- focuses on determining the effects” of instruction on students. The Emphasis is on the
assessment of both the intended and unintended effects learning outcomes.
2. Developmental Assessment-focuses on determining the extent that students have developed their
competencies from instruction. This model adopts a pr-test and post test methodology to collecting formation
of student has developed or improved after instruction.
3. Authentic Assessment- are the ones that allow performances that most closely resemble real-world task or
applications in real –world settings or environment.

Three Principles of Assessing Learning using Alternative Methods

Principles in Assessing Learning using Alternative Methods

1. Assessment is both process- and product oriented

-Process oriented performance base assessment evaluates the actual task performance. It does not
emphasize on the output or product of the activity. This assessment aims to know what processes a
person undergoes when a task.

Learning Competencies

 The learning objectives in process oriented performance based assessment are stated in direct observable
behaviors of the students.
 Competencies are defined as groups or cluster of skills and abilities need for a particular task.

The following competencies are simple competencies:

 Speak with a well-modulated voice;

The following competencies are complex competencies:

 Recite a poem with feeling using appropriate voice , quality, facial expressions and hand gestures;
 Construct an equilateral triangle given three non colinear points
 Draw and color a leaf with green crayon
 2. Assessment should reflect real-life or real-world context
3. Assessment must be comprehensive and holistic.
4. Authentic assessment asks the student to “do” the subject
5. Assessment should focus on higher-order cognitive outcomes
6. Assessment can include a measure of noncognitive learning outcomes

How similar or different is a TRADITIONAL assessment from an ALTERNATIVE assessment?

Difference of Traditional Assessment and Alternative Assessment

Traditional Assessment

Definition

 umbrella that envelops the conventional approach to testing.

Focus

 What Knowledge
 focus on learners' ability of memorization and recall which are a lower level of cognition skills.
 it is an indirect and inauthentic measure of students learning outcomes.

Method

 requires students to demonstrate knowledge by selecting a response/giving correct answers; usually tests
students' proficiency through paper and pencil tests.
 It requires learners to perform their ability to remember, recall, and memorize a body of relevant learning
knowledge.
 allows students to develop what they have learned in a limited number of ways.

Purpose

 evaluate if the students have learned the content; determine whether or not the students are successful in
acquiring knowledge; to rank and compare them against standards or other learners.
 Standardized written assessment wherein it is given as one time shot. Students are given limited answers to
choose from and time-bounded.

Alternative Assessment

Definition

 any method which measures the students' ability/competencies to apply knowledge of the content in a real-life
situation.
 allow students to apply their skills to authentic tasks and use what they have learned in meaningful ways.

Focus

 How Knowledge
 focus on the pupils' creative and realistic works.
 focuses on students' ability to produce quality products or performances.

Method
  requires students to demonstrate proficiency by performing relevant tasks showing an application of what has
been learned.
 allows students to create, demonstrate and apply what they have learned.
 allows students to express what they have learned in a variety of ways.

Purpose

 to measure student's proficiency by asking them to perform real-life tasks; to provide feedback and help
students manage their learning; to also evaluate students' competency.
 It needs well defined criteria or rubrics and standards to achieve reliability and validity.

Similarities of Traditional Assessment and Alternative Assessment

 Supports teachers' judgment about grading. They may differ on their purpose, methods, definition, and
format but still, they reflect poorly understood topics or concepts.
 Both serves as a resource and shreds of evidence for showing if the instruction is effective and if learning
takes place.
 The two forms of assessment have the ability to reviews or check the extent to which students demonstrate
desired to learn outcomes or objectives. In the same way, traditional assessment informs if the students
have learned during the phase of discussion, the same can be true with alternative assessment.

Three Models of Alternative and Non-traditional Assessment

1. Performance Based Assessment- Performance assessments encourage students to effectively apply what they
have learned in real-world circumstances.
2. Constructivist of Portfolio Assessment- Portfolio assessments focus on self-reflection and proof of improvement
over time through the collecting of work products
3. Affective Assessment- Is based on the student's goals, interests, and attitudes.

Three Criteria for an Assessment Task or an Activity to be considered Authentic

1st Authentic Assessment is realistic

2nd Authentic Assessment utilized a multifaceted scoring system

3rd Authentic Assessment ask the student to “do” the subject