Basic Concepts, Theories and Principles in Assesing Learning Using Alternative Methods
Basic Concepts, Theories and Principles in Assesing Learning Using Alternative Methods
Basic Concepts, Theories and Principles in Assesing Learning Using Alternative Methods
METHODS
Assessment is generally defined as the process of gathering quantitative and/or qualitative data for
the purpose of making decisions, whereas assessment of 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.
Assessment of Learning refers to the use of assessment to identify the needs of the students in order
to modify instruction of learning activities in the classroom.
- Formative in nature
Traditional Assessment
Examples:
- Multiple choice
- Essays
- Paper-and-pencil tests.
Examples:
- Performance-oriented
- Product-oriented
2. Instructor and learners focus on communication, not on right and wrong answers;
3. Learners help to set the criteria for successful completion of communication tasks; and
Performance Assessment
Example:
Portfolio Assessment
- A purposeful and systematic manner in order to document their progress in the attainment of
learning targets.
- A collection of learning and performance artifacts by a student and is typically accompanied by
personal narratives and reflections.
- It allows the students to document and demonstrate their accomplishments in the classroom.
- Provide opportunities to the learners and their teachers to evaluate the progress in a given
period of time (Tolentino 2009).
- Allows the assessment of students learning processes and products/outputs in a comprehensive
and integrative manner.
Rubrics and scales provide opportunities for using self-assessment and peer assessment which
allows for more comprehensive assessment of student learning and performance in the classroom.
Direct Evidence refers to tangible and compelling evidence of what students have and have not
learned.
Indirect Evidence refers to proxy signs for learning that are less tangible and less compelling
compared to direct evidence.
- Focuses on determining the extent that students have developed their competencies from
instruction.
- Adopts a pre-test and post-test methodology to collect information if a student has developed
or improved after instruction.
- Useful for assessing learning outcomes based on students’ development rather than a final
product.
The most authentic assessments are the ones that allow performances that most closely resemble
real-world tasks or applications in rea-world settings or environments.
The following can be used as criteria in determining if an assessment task or activity is authentic or
not (Silvestre-Tipay 2009)
Gives equal importance to student performance or product and the process they engage to
perform or produce a product.
Traditional assessment methods are focused on assessing students products or outputs,
non-traditional or alternative methods like performance assessment and portfolio
assessment give value to the product developed by the students, as well as in the process
students have undergone top create and develop the product.
Tasks or activities should be authentic. The assessment should closely, if not fully
approximate real-life situation or experiences.
Performance Assessment is optimal if the performance task to be demonstrated is similar or
close to what is expected in the real world.
Assessment should be performed using a variety of strategies and tools designed to access
student learning in a more integrative way.
The use of both traditional and alternative assessment strategies and tools should be
considered.
Non-traditional methods of assessment (e.g. use of rubrics, scales) allow the possibility of
multiple assessors, including the use of self and peer assessment.
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 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.
ABAD, JASMINE H.
ACERA, SAMANTHA S.
ADUAYA, ARNIL S.