Acknowledgment

We, the students of BEED-3B at Pampanga Colleges, Inc., extend our

heartfelt gratitude to those who have guided and supported us in the
completion of this compilation of reports for our subject, Educ 7 -
Assessment in Learning 2.

Firstly, we would like to express our sincere appreciation to our professor,

Mr. Eduardo Pangilinan, for his dedicated teaching, guidance, and
encouragement throughout the preparation of this work. His insights and
expertise have been invaluable in helping us understand and apply the
concepts within this subject.

We are also thankful for the support of our institution, Pampanga Colleges,
Inc., which has provided us with the resources and environment to pursue
our studies. The school’s commitment to quality education has been
instrumental in our learning journey.

Lastly, we are grateful to our classmates for their collaboration and

teamwork, which made this project both meaningful and rewarding. Their
enthusiasm and dedication helped ensure the successful completion of this
work.

Thank you to everyone who contributed to this compilation of reports. We

hope that this work will serve as a helpful resource for future studies and
assessments.
 Introduction

This compilation of reports serves as the final project for our subject, Educ
7 - Assessment in Learning 2, as students of BEED-3B at Pampanga Colleges,
Inc. Each report included here represents the individual efforts of every
student in our section, covering various topics and insights related to the
assessment of learning.

Throughout the semester, under the guidance of our professor, Mr.

Eduardo Pangilinan, each of us prepared a report that explored key
concepts, strategies, and tools in educational assessment. This project
allowed us to dive deeply into the theories and practices that shape effective
teaching and learning assessment, expanding our knowledge and skills as
future educators. By compiling our reports into a single document, we aim to
present a comprehensive view of our collective learning and understanding.

We hope that this compilation not only reflects our hard work and
dedication but also serves as a valuable resource for others studying
educational assessment.
 Lesson 1: BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN
ASSESSING LEARNING USING ALTERNATIVE METHODS

Introduction

Assessment is one of the most fraught and troublesome issues

educators have to deal with. We give an account of both traditional and
alternative forms of assessment, focusing in particular on recent
approaches that may be considered to belong to the latter category of
assessment. The traditional assessment instruments and subjective
assessment such as grading students’ effort have been popular
approaches to assessment. The alternative assessment approaches now
in use that have a stronger educational focus.

Learning Outcome

● Define and explain the alternative assessment and related concepts;

and
● Demonstrate an understanding of the different principles in assessing
learning using alternative methods of assessment.
Learning Content

This lesson helps you understand the basic concepts and principles in
assessing learning. The following are topics to be discuss:

Topic 1: Alternative Assessment

Topic 2: Different models of alternative assessment

Topic 3: Different principles in assessing learning using alternative

methods

Topic 1. Alternative Assessment

What is an alternative assessment?

● 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. In contrast, 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 for
learning is formative in nature, and it is meant to identify gaps in the
learning experiences of students, so they can be assisted in achieving
the curriculum outcomes.
In practice, most teachers use traditional assessment methods to
assess and evaluate the learning of students in the classroom. Traditional
assessment refers to the use of traditional assessment strategies or tools to
provide information on student learning. Typically, objective (e.g., multiple-
choice) and subjective (e.g., essay) paper-and-pencil; tests are used to
assess students. Traditional assessments are often used as the basis for
evaluating and grading students. They are more commonly used in
classrooms because they are easier to design and quicker to be scored.

In contrast, alternative assessment refers to the use of alternative or

non-traditional assessment strategies or tools to collect information on
student learning. Examples of alternative forms of assessment are
performance-oriented and product-oriented assessment methods. At the
core of alternative assessment is the need to design and implement
assessment tasks or activities that refrain from using traditional paper-and-
pencil tests, which typically assess cognitive learning outcomes and thus
have right or wrong answers. The following are features of alternative
assessment (Silvestre-Tipay 2009, .58):

1. Assessment is based on authentic tasks that demonstrate learners’ ability

to accomplish communication goals;
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
4. Learners have opportunities to assess themselves and their peers.
While the practice of assessing learning using traditional methods like
paper-and-pencil tests is still common in many classrooms, there is an
emerging trend toward the use of alternative assessment or assessment
using the nontraditional methods, which in theory and practice can capture
learning targets and learning outcomes in more authentic ways. Indeed, the
use of alternative assessment can lead to more authentic assessment of
learning. In comparison, traditional assessments are viewed as less authentic
types of assessment.
 While traditional assessment typically uses paper-and-pencil tests,
alternative assessment is more concerned with performance assessment or
performance-based assessment. 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. The focus of the
assessment is on providing opportunity for the students to apply what they
have learned through task performance and/or product creation. The
emphasis is on assessing what students know and what they can do. If the
task to be demonstrated closely resembles what is typically performed or
experienced in the real world (high degree of realism), then performance
assessment is also more authentic.

Another alternative method of assessing learning is through portfolio

assessment, which pertains to students’ construction and use of portfolios
in a purposeful and systematic manner in order to document their progress
in attainment of learning targets. A portfolio is a collection of learning and
performance artifacts by a student and is typically accompanied by personal
narratives and reflections. The use of portfolio allows students to document
and demonstrate their accomplishments in the classroom and provide
opportunities to the learners and their teachers to evaluate the progress in a
given period of time (Tolentino 2009).

Other alternative strategies for assessing learning are assessment of non-

cognitive learning outcomes through performance rubrics (for psychomotor
outcomes). The use of rubrics and scales may also provide opportunities for
using self-assessment and peer assessment, which allow for more
comprehensive assessment of student learning and performance in the
classroom.

Topic 2. Different models of alternative assessment

What are the different models of alternative assessment?

The three most common models of nontraditional assessment are: (1)

emergent Assessment, (2) Developmental Assessment, and (3) Authentic
Assessment.

Emergent assessment is based on Michael Scriven’s goal free

evaluation model (1967). In this model, the assessment focuses on
determining the “effects” of instruction on students. The emphasis is on the
assessment of both the intended and unintended effects or learning
outcomes. Hence, assessment is not limited to collecting information if the
intended learning outcomes defined were met or not, but also gives
importance to unintended learning outcomes whether positive or negative.

Emergent assessment examines how and what the educational program

and instruction are doing to address the needs of students. In this model,
direct and indirect evidence of students learning are both collected.

Developmental assessment, on the other hand, focuses on

determining the extent that students have developed their competencies
from instruction. This model adopts a pretest and post-test methodology to
collect information if a student has developed or improved after instruction.
Developmental assessment is said to be useful for assessing learning
outcomes based on students’ development rather than a final product.

Authentic assessment is the most popular model for alternative

assessment. It is 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. The most authentic assessments are the ones
that allow performances that most closely resemble real-world tasks or
applications in real-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):

the assessment task or activity can…

1. Be built around topics or issues of interest to the students;

2. Replicate real-world communication contexts and situations;
3. Involve multistage tasks and real problems that require creative use of
language rather than simple repetition;
4. Require learners to produce a quality product or performance;
5. Introduce the students to the evaluation criteria and standards;
6. Involve interaction between assessor (instructor, peer, self) and person
assessed; and
7. Allow for self-evaluation and self-correction as they proceed.
Topic 3. Different principles in assessing learning using alternative
methods
What are the different principles in assessing learning using alternative
methods?

There are many principles in the assessment of earning using alternative

assessment or nontraditional methods. Based on the different readings and
references on these principles, the following may be considered as core
principles:

1. Assessment is both process- and product-oriented. An

assessment gives equal importance to student performance or product and
the process they engage in to perform or produce a product.
2. Assessment should focus on higher-order cognitive outcomes.
For assessment to be valid and authentic, it should require students to
demonstrate their knowledge. However, the focus should be on providing
tasks or activities that would allow students’ demonstration of higher-order
cognitive outcomes (e.g., creating, analyzing) or skills (e.g., creativity,
critical thinking).
3. Assessment can include a measure of noncognitive learning
outcomes. Traditional assessment focuses on knowledge and other
cognitive learning outcomes. However, psychomotor and affective outcomes
are also important learning outcomes, and there are learning targets that are
non cognitive in nature. Hence, an assessment should also consider the
assessment of these noncognitive outcomes.
4. Assessment should reflect real-life or real-world contexts.
Assessment tasks or activities should be authentic. The assessment should
closely, if not fully approximate real-life situations or experiences.
Authenticity of assessment can be thought of as a continuum from least
authentic to most authentic, with more authentic tasks expected to be more
meaningful for students.
5. Assessment must be comprehensive and holistic. Assessment
should be performed using a variety of strategies and tools designed to
assess student learning in a more integrative way. Assessment should be
conducted in multiple periods to assess learning over time. Moreover, the
use of both traditional assessment and alternative assessment strategies
and tools should be considered.
6. Assessment should lead to student learning. This means that
assessment should be like classroom instruction. This principle is consistent
with the concept of assessment for learning and assessment as learning.
Lesson 2: Learning Targets for Performance and Product-
Oriented Assessment

Performance Tasks

 Describe the different types of learning targets that are best suited
for alternative assessment

 Formulate learning targets for specific lessons.

 Develop an assessment plan where appropriate alternative

assessment methods are matched with specific learning targets

What are the learning targets appropriate for alternative

assessment?
Bloom’s Taxonomy of Educational Objectives

– Educational objectives are specific statements of

student performance at the end of an instructional unit.

– Educational objectives are sometimes referred to as

behavioral objectives and are typically stated with the
use of verbs.

What are the learning targets appropriate for alternative

assessment?
 Bloom’s Taxonomy of Educational Objectives
 Bloom’s taxonomy of
Educational
Objectives
 Bloom's
taxonomies of
educational
objectives for
affective and
psychomotor
domains are
able to provide teachers with a structured guide in formulating more
specific learning targets in the classroom.
 The taxonomies serve as guide for teachers in both instruction and
assessment of student learning in the classroom.
Bloom’s taxonomy of Educational Objectives
 The challenge is for teachers to identify the levels of expertise that
they expect the students to achieve and demonstrate.
 This will then lead to the identification of the assessment methods
required to properly assess student learning.
 Higher level of expertise in a given domain requires are assumed to
require more sophisticated assessment methods or strategies.

What are Learning Targets?

 Learning target is a statement on what students are supposed to
learn and what they can do because of instruction.
 Learning targets are more specific compared with educational goals,
standards, and objectives and lend themselves to more specific
instructional and assessment activities.
 Learning targets should be congruent with the standards prescribed
by a program or level and aligned with the instructional or learning
objectives of a subject or course.

What are Learning Targets?

 Teachers formulate learning targets from broader standards and
learning objectives.
 The learning targets should be clear, specific, and meaningful to
students.
 Thus, learning targets are more effectively stated in students' point
of view, typically using the phrase "I can..." For example, "I can
differentiate between traditional methods and alternative methods
of assessment".

Purpose of Learning Targets?

 To effectively inform students of what they should be able to do or
demonstrate as evidence of their learning.
  Therefore, learning targets should specify both the content and
criteria of learning.
 With specific learning targets formulated, appropriate classroom
instruction and assessment can be designed.

Skills Type of Learning Targets

 Stiggins et. al. (2006) defined skills type of learning targets as one's
use of knowledge and reasoning to act skillfully.
 In other words, skills refer to learning targets that require the
development and demonstration of behavioral or physical task.
 To able to demonstrate skills or act skillfully, students must be able
to possess the knowledge and reasoning ability related or relevant to
the skills to be demonstrated.

Product Learning Targets

 Describedas the use of knowledge, reasoning, and skills to create a
concrete product.
 Thus, products refer to learning targets that require the development
of a tangible and highquality product or output.
 Students are expected to create products that have certain core
attributes that will serve as basis for evaluating its quality.

Affect of Disposition Learning Targets

 Defined as students' attitudes about school and learning.
 In practice, we look at affect/ disposition to encompass a broad range
of non-cognitive attributes beyond attitude that may affect learning
and performance, including motivation, interest, and other affective
states.
 The development of affect/disposition simultaneously occurs as a
student learns concepts and skills in the classroom.

What are the appropriate alternative methods of assessment for

learning targets?
 Once the learning targets are identified, appropriate alternative
methods of assessment can be selected to measure student learning.
 In terms of skills, having the required skills to apply one's knowledge
and reasoning skills through the performance of a behavioral or
physical task is a step higher than simply knowing or being able to
reason based on knowledge.
 Hence, skills targets are best assessed among students through
performance-oriented or performance based assessment as
skills are best gauged through actual task performance.
What are the appropriate alternative methods of assessment for
learning targets?

 For products, a student's knowledge, reasoning, and skills are all

required before one can create a meaningful product or output.
 Product targets are best assessed through product assessment. Given
the need to also give value to the process of creating a product,
performance assessment is also typically used vis-a-vis product
assessment.

What are the appropriate alternative methods of assessment for

learning targets?
 For affect or disposition, a student may already hold a particular
affect or disposition in relation to a particular lesson or learning
target and such affect may change or not depending on the learning
and instructional and assessment experiences of the student.
 Affect or disposition is best assessed through affective assessment
or the use of self-report measures (checklists, inventories,
questionnaires, scales) and other alternative strategies to assess
affective outcomes.

Conclusion

In completing this compilation of reports for Educ 7 - Assessment in Learning

2, we, the students of BEED-3B at Pampanga Colleges, Inc., have gained
valuable insights into the essential role of assessment in education. Each
report reflects our understanding of various assessment methods, principles,
and their practical applications in teaching.

This project has not only broadened our knowledge but has also deepened
our appreciation for the intricacies of measuring and supporting student
learning. Through the guidance of our professor, Mr. Eduardo Pangilinan, we
were encouraged to critically analyze and apply assessment tools, preparing
us to be effective educators who can adapt to diverse learning needs.

We conclude this project with a strengthened commitment to continuous

learning and improvement in our future careers. We hope that this
compilation will serve as a helpful resource for other students and educators
as they navigate the challenges and rewards of educational assessment.