Hazel Ann Flores

BSED 3C Social Studies Dr. Evelyn A. Sunico

LESSON 1: Basic Concepts, Theories, and Principles in Assessment Learning
Using Alternative Methods
DEVELOP
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?
Alternative assessment refers to evaluation methods that focus on the
application of knowledge and skills in real-world or meaningful contexts.
Unlike traditional assessments, which often rely on standardized tests or
multiple-choice questions, alternative assessments emphasize creativity,
problem-solving, critical thinking, and the ability to perform tasks that mirror
real-life challenges. Examples include portfolios, projects, performance tasks,
and self-assessments.

2. How similar or different is traditional assessment from alternative

assessment?
Similarities:
Purpose: Both aim to measure students' knowledge, skills, and
understanding.
Standards: Both rely on specific criteria or rubrics to evaluate performance.
Feedback: Both provide feedback that helps learners and educators improve
teaching and learning processes.

Differences:
Focus:
Traditional Assessment: Emphasizes rote memorization and the ability to
recall information.
Alternative Assessment: Focuses on practical application and higher-order
thinking skills.

Format:
Traditional Assessment: Often involves tests, quizzes, and exams.
Alternative Assessment: Involves activities like projects, performances, and
case studies.

Approach:
Traditional Assessment: Typically teacher-centered with predefined
answers.
Alternative Assessment: Encourages student creativity and self-expression,
often with open-ended outcomes.
3. Give three criteria for an assessment task or activity to be considered as
authentic.
 Real-world Relevance: The task should simulate or replicate challenges and
activities that are encountered in real-life scenarios or professional contexts.

Example: Asking students to create a marketing plan for a product rather than
just writing about marketing theories.

Engagement of Higher-order Thinking Skills: The task should require

analysis, evaluation, and synthesis rather than just recalling information.
Example: Designing an experiment to test a hypothesis rather than listing
scientific facts.

Focus on Process and Product: Authentic assessments evaluate both the

process (how the task is approached) and the product (final output).
Example: A research paper that includes outlines, drafts, and the final paper,
all of which are assessed.
4. Give and explain three principles in assessing learning using alternative
methods.
Student-centered Approach: Assessment should prioritize learners’
interests, strengths, and learning styles. This principle ensures that tasks are
meaningful to students and encourage intrinsic motivation. For instance,
allowing students to choose project topics increases engagement.
Integration with Learning: Assessment should be a continuous and integral
part of the teaching and learning process. Rather than being a separate
activity, assessments like portfolios and reflections allow students to
demonstrate their learning journey over time.
Equity and Accessibility: Assessment tasks should be fair, inclusive, and
accommodate diverse learner needs. Providing multiple formats for
presenting understanding (e.g., visual, oral, or written) ensures that all
students can showcase their abilities effectively.
Table 1.1 Key Differences Between Traditional Assessment and Alternative
Assessment
Area Traditional Assessment Alternative Assessment
Definition Use of traditional A broader approach to
assessment strategies and assessment that goes
tools to provide beyond traditional
information on student methods like paper-and-
learning. pencil tests. It emphasizes
real-world application,
student engagement, and
a more holistic view of
learning.
Tools Paper-and-pencil tests Portfolios, projects,
presentations,
 performance tasks,
observations, self-
assessments, and peer
assessments.
Focus Knowledge Skills, understanding,
creativity, critical thinking,
problem-solving, and
application of knowledge
in real-world contexts.
Orientation Outcome-oriented Process-oriented, focusing
on the student's learning
journey and growth over
time.
Assessor Teacher or external Can involve teachers,
peers, students
themselves, or external
assessors depending on
the specific assessment.

APPLY
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.
Principle Illustration of Practice
1. Authentic Assessment: This In my previous English class, our teacher
principle emphasizes using real- used a project-based assessment where
world tasks and situations to we had to create a short film based on a
evaluate student learning. classic novel. This allowed us to apply
our understanding of the text in a
creative and practical way.
2. Formative Assessment: This My current history teacher regularly uses
principle focuses on ongoing quizzes and short writing assignments to
assessment to provide feedback check our understanding of the material.
and guide student learning. This allows her to identify areas where
we need more support and adjust her
teaching accordingly.
3. Student Self-Assessment: This In my math class, we are often asked to
principle encourages students to self-assess our work before submitting it.
reflect on their own learning and This helps us to identify our strengths
set goals for improvement. and weaknesses and develop strategies
 for improvement.

TRANSFER
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.
Plan in Applying the Principles in
Your
Principle
Classroom Assessment
Assessment is both process- and I will use a variety of assessment
product- oriented. methods that assess both the process
of learning and the final product. For
example, I will use rubrics to assess
student work in progress and final
projects.
Assessment should focus on higher- I will design assessments that challenge
order cognitive outcomes. students to think critically, analyze
information, and solve problems. For
example, I will use open-ended
questions, case studies, and
simulations.
Assessment can include measure of I will assess students' noncognitive
noncognitive learning outcomes. skills, such as collaboration,
communication, and self-regulation. For
example, I will use group projects,
presentations, and self-reflection
activities.
Assessment should reflect real-life or I will use real-world examples and
real-world contexts. scenarios in my assessments. For
example, I will ask students to solve
problems that they might encounter in
their daily lives.
Assessment must be comprehensive I will use a variety of assessment
and holistic methods to get a comprehensive picture
of student learning. For example, I will
use a combination of tests, projects,
presentations, and observations.
 Assessment should lead to student I will use assessment results to inform
learning. my teaching and provide feedback to
students. For example, I will use
assessment data to identify areas
where students need more support and
to adjust my teaching accordingly.

EVALUATE
Part 1. Evaluate the assessment plan matrix that you have developed by using the
following checklist:
Yes No Item Criteria
/ 1 I understood 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.
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
2. Which of the following statements about traditional assessment is NOT TRUE?
A. Its tasks 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

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

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

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

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.

REFLECT
1. Examine the assessment plan you have developed. Are you satisfied with it?
I am generally satisfied with the assessment plan I developed. It covers a
range of important principles for alternative assessment and provides concrete
examples of how to apply them in a classroom setting.
2. Is there something you want to change or improve in the assessment plan? Why?
I would like to add more specific examples of assessment tools and strategies
for each principle. For example, I could provide examples of rubrics, checklists, and
performance tasks that could be used to assess student learning. I could also
provide more detailed descriptions of how to use these tools and strategies
effectively.
3. Which among the principles did you find easy to illustrate in the way you planned
your assessment? Why?
I found it relatively easy to illustrate the principles of authentic assessment
and formative assessment. These principles are relatively straightforward and have
been widely discussed in educational literature. I was able to find many examples of
how to apply these principles in real-world classrooms.
4. Which among the principles did you find difficult to illustrate in the way you
planned your assessment? Why?
I found it more challenging to illustrate the principle of student self-
assessment. This principle is more abstract and requires students to take ownership
of their learning. While I provided an example of how to encourage self-assessment,
I would like to explore more ways to make this principle more concrete and practical
in the classroom.
5. How did the activity help you understand assessment of learning using alternative
methods?
 This activity helped me to understand the importance of using a variety of
assessment methods to get a comprehensive picture of student learning. It also
helped me to see how alternative assessment can be used to promote student
engagement, motivation, and growth. I am now more confident in my ability to design
and implement effective alternative assessments in my own classroom.
SUSTAIN
Evaluate the extent of your knowledge and understanding about assessment of
learning and its principles.
Indicators Great Moderat Not at
Extent e All
Extent
1. I can define alternative assessment. /
2. I can explain what assessment of learning /
is using alternative methods.
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.
5. I can explain what performance /
assessment means.
6. I can define what a 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 of the 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 content (5SCs).
What output/s in this lesson
shows you are very good in
Chosen Output Why?
the following:
1. Content (the output Example: A plan in This plan shows the
reflects understanding of assessing learning application of the
the topic discussed) using alternative principles in assessing
method learning using a
performance based
assessment.
2. 2.Critical Thinking (the The REFLECT section This section
output reflects ability to demonstrates critical
critique/evaluate/solve thinking by analyzing
problems) the assessment plan,
identifying strengths
and weaknesses, and
suggesting
improvements.
3. Creative Thinking (the The TRANSFER This section involves
output reflects ability to section creative thinking by
create new ideas) developing a plan for
applying the principles
of alternative
assessment in a
classroom setting.
4. Communication (the All sections The entire activity
output reflects ability to requires clear and
express one's ideas in concise communication
words or actions) to effectively convey
ideas and arguments.
5. Collaboration (the output The entire activity While not explicitly
reflects ability to work well stated, the activity
with others) encourages
collaboration by
building upon previous
responses and
incorporating feedback.