CHAPTER 1

BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING LEARNING

USING NON-TRADITIONAL METHODS

Overview
In the assessment task of teachers, traditional methods or the paper-and-pencil
tests are obviously not enough – thus, alternative means are necessary. To effectively
describe what alternative or authentic assessment for learning is all about, we need to
possess a good grasp of the difference between the traditional and alternative
assessment of learning, and to document the experiences of teachers who apply the
principles in assessing learning using alternative ways. Moreover, we must read
satisfactory information and knowledge about the basic concepts and principles in
assessing learning using non-traditional techniques if we want to be more familiar on it.
We are expected likewise to know these things before the discussion, analysis and
evaluation when we meet our professor in person or in the virtual classroom. Finally, if
this module cannot provide substantial information that we anticipate in this lesson
segment then you are free to explore or tap other resources particularly online.

What to Expect?

At the end of the chapter, the students can:

1. Define and explain the alternative assessment and related concepts

2. Differentiate alternative assessment from traditional assessment
3. Illustrate each type of alternative assessment
4. Demonstrate an understanding of the different principles in assessing
learning using alternative methods

What is Alternative Assessment?

Understanding the meaning and nature of alternative assessment, we can consider the
following definitions as provided by several sources:

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1. Alternative assessment refers to the use of alternative or non-traditional assessment
strategies or tools to collect information on student learning. At the core of
alternative assessment is the need to design and implement assessment tasks or
activities that refrain from using traditional paper-pencil test, which typically assess
cognitive learning outcomes and thus have right or wrong answers (David et al.,
2020).
2. Alternative assessment is any classroom assessment practice that focuses on
continuous individual student progress. Perhaps the best way to define alternative
assessment is to say that it's the counter to traditional forms of standardized
assessment. https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
3. Alternative assessments, also referred to as performance tests or authentic
assessments, are used to determine what students can and cannot do, in contrast to
what they do or do not know. In other words, an alternative assessment measures
applied proficiency more than it measures knowledge. Typical examples of
alternative assessments include portfolios, project work, and other activities
requiring some type of rubric. https://ctl.byu.edu/using-alternative-assessments
4. Authentic or alternative assignments typically require students to make a judgment
about what information and skills they will need to solve a given problem. They ask
the students to answer essential questions in the discipline by using knowledge in
similar ways to professionals in the field. They can often be characterized as real-
world situations with accompanying real-world constraints. Alternative or authentic
assignments should involve written and performative measures so that students can
develop meaningful and applicable skills, and advance their knowledge of the “how”
over that of the “what”.
5. Dikli (2003) described the intent of alternative assessments to assess higher-order thinking
skills. Students have the opportunity to demonstrate what they learned. This type of
assessment tools focus on the growth and the performance of the student. That is, if a
learner fails to perform a given task at a particular time, s/he still has the opportunity to
demonstrate his/her ability at a different time and different situation. Since alternative
assessment is developed in context and over time, the teacher has a chance to measure the
strengths and weaknesses of the student in a variety of areas and situations.

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In conclusion, Cajigal and Mantuano (2014) clarified that assessment is authentic when
it measures performance or products which have realistic meaning that can be
attributed to the success in school. Activities, questions and problems with “real-world”
satisfy the criterion that it needs to be an authentic intellectual work within the given
situation or contextual practicality of the tasks.

Characteristics of Alternative Assessment

In some cases, alternative assessment is also known as formative assessment and
portfolio assessment. The characteristics of alternative assessment may include:
 Usually teacher-generated, as opposed to being passed down from an
administration, government, or third-party organization.
 Takes into account the individual background and needs of every unique learner.
 Considers the big picture of individual student progress over an extended period
of time.
 Flexible, responsive, and continually developing according to curricular
objectives.
 Takes into consideration different learning styles and preferences.
 Allows language learners to demonstrate content knowledge and skills mastery
without language barrier difficulties.
 Highly effective for use with students who are entitled to accommodations and/or
modifications.
 Normally documented with qualitative data, such as performance descriptors,
comparisons with previous work, and skills demonstration.

What Alternative Assessment IS NOT

Let us think about what alternative assessment is not:
 Not standardized. Similarly, alternative assessment is not what is sometimes
referred to as 'large-scale' or 'high-stakes' assessment.
 Not intended to replace or otherwise diminish the importance of traditional
assessments. In fact, it is intended to serve as a complement to school and/or
state-mandated standardized assessment programs.

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  Not implemented in one specific moment in time, such as at the end of a lesson,
unit, or semester.
 Not a measurement of how a student performs compared to peers.
 Not normally reported with quantitative data (e.g., percentage scores or
statistics).
 Not presented in traditional formats, such as multiple-choice, true/false, and fill-
in-the blank questions and answers.
 Not perfect, comprehensive, or appropriate in every situation.

Traditional Assessment versus Alternative Assessment

Traditional Assessment Alternative Assessment What Makes it Authentic

Requires right answer Requires high-quality Students must be able to
performance or product, along think through why they
with justifications of decisions. made decisions that
resulted in final product.
Questions must be Instructions/questions/purp Tasks that are to be judged
unknown to students in ose must be known to should be known ahead of
advance students in advance. time. Rubrics should be
provided.
Disconnected from the real Tied to real-world contexts Task is similar in nature as
world and constraints. Requires to what would be
student to solve realistic encountered by a real-life
problem. practitioner.
Isolations of skills, focus on A range of skills/knowledge Tasks are multi-step and
facts need to be integrated in order multifaceted.
to solve a problem.
Easily scored Includes complex tasks for Meaningful assessment and
which there may not be a feedback is emphasized.
right answer.
“One shot” approach Iterative in nature. Knowledge and skills are
used in more than one
way.
Given a score Opportunity to provide Designed to give practical
diagnostic feedback. experience and improve
future performance.

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Non-Traditional Assessment Models
In planning their annual assessment projects, the Center for Teaching and Learning
(2021) at DePaul University suggests the following alternative assessment models.
1. Authentic Assessment: Assessing by Doing
Authentic assessment is based on students‟ abilities to perform meaningful tasks
they may have to do in the “real world.” In other words, this form of assessment
determines students‟ learning in a manner that goes beyond multiple choice tests
and quizzes.

Developing an Authentic Assessment

Here are some suggestions for developing an authentic assessment:
 Identify at least one task students need to be able to do to be successful in
employment and/or continuing education
 Work with your fellow faculty/staff to determine how students might be able to
demonstrate their ability to do the task(s)
 Identify criteria to evaluate the task(s)
 Evaluate students‟ abilities to complete the criteria of the task(s)

Some Authentic Assessment Methodologies

Examples:
 Biology lab practical
 e-Portfolio
 Music jury
 Mock trial
 Acting in a play
The basic premise of authentic assessment is that if you want to know how well
someone golfs, the best way to assess it is to have that person play a round of golf.

Critical Elements in Authentic Assessment

There are several critical elements to reflect on before deciding to use authentic
assessment.

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  This type of assessment requires a sense of meaningful tasks that students
would need to be able to perform after they leave college.
 These meaningful tasks are often linked to demonstration of
knowledge/skills/abilities needed in the post-college world.
 Authentic assessment typically relies on using a rubric (or some other scoring
guide).

Things to Consider in Developing an Authentic Assessment

Before deciding to implement authentic assessment, you should consider the
following two questions:
 Where do students go after they complete your program?
 What do students need to be able to do to be successful in what they do after
they complete your program?
In addition, you should take the following things into consideration:
 Time: Developing the tasks for students to complete takes time, as does
developing rubrics/scoring guides and assessing students‟ tasks.
 Authentic Assessment needs to be done at a developmentally appropriate
time.
 Students need to grasp knowledge and skills before they will be able to apply
them.

2. Developmental Assessment: Assessing by Progress

Developmental assessment looks at students‟ progress in developing skills,
abilities, values, etc., rather than evaluating students‟ final products.

Using Developmental Assessment

Not every type of learning is best assessed by looking at the quality of a final
product. In fact, sometimes there is no expectation that students should, or even
could, fully develop in the assessed area by the end of a course or program.

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An example of this is Maslow‟s Hierarchy of Needs. Theoretically, very few people
ever fully develop to the final “self-actualized” stage. A few advantages of authentic
assessment are:
 Developmental assessment is useful for outcomes based on students‟
development rather than their abilities to create a final product.
 This assessment is based on relevant principles of development in your
discipline.
 This type of assessment emphasizes emerging knowledge and skills, rather
than recognizing only students‟ final products.
 Developmental assessment gives you the ability to focus on strengths and
unique aspects of your program.
 Developmental assessment is ongoing and may occur in many contexts,
giving you a richer view of students‟ learning.

Creating Developmental Assessments

Developmental assessments require some sort of pre- post- design. If you would like
to know how much a student has developed their knowledge, skills, abilities, and/or
values, you need to measure that information at the beginning of a learning
experience, then again at the end.

Example:
One could administer a test at the beginning of a class; then ask the same students
to take the same test at the end of a class. By comparing students‟ performances on
the pre- and post-tests, a teacher could determine students‟ levels of development.

Some Developmental Assessment Methodologies

Methodologies tend to rely on observational and work sampling techniques that
continually focus on performance, processes, and products over selected periods of
time and in a variety of contexts.

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Example:
An instructor may compare two work samples using a developmental rubric to
determine students‟ levels of development.

Critical Elements in Developmental Assessment

Developmental assessment requires a theory of how students develop the
knowledge, skills, abilities, and/or values you intend to measure. The person or
people conducting the assessment need to have good knowledge of the stages
through which students‟ progress as they develop. Developmental assessment
necessarily requires some sort of a pre- post- assessment design.

Things to Consider in Developing a Developmental Assessment

 The purpose of assessment is to collect information necessary to make
important decisions about students‟ development and educational needs.
 Assessment must serve in ways that enhance opportunities for optimal
growth, development, and learning.
 The process of determining individual developmental and educational needs
informs instructional practices and provides a template for setting individual
and program goals.

3. Emergent Assessment: Assessing by Discovery

Emergent assessment is a model based on Michael Scriven‟s (1967) goal-free
evaluation model. With emergent assessment, assessment is structured using
“effects” rather than learning outcomes. This model honors the idea that you may
bias your assessment by specifically defining what you are looking for (i.e. when
you focus exclusively on a learning outcome, you may be „putting on blinders‟
regarding the other things that may be happening with student learning). This
assessment model tends to be more qualitative in nature.

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Using Emergent Assessment
Emergent Assessment addresses concerns about inquiry shared by many
disciplines, particularly those disciplines that tend to use more qualitative
methodologies. A few examples of these concerns are:
1. There may be differences between explicitly stated learning outcomes and
their associated implicit learning.
 Prevents overlooking unintended outcomes (both good and bad).
 Focus is on what program actually does, rather than what it intends to
do.
2. Does defining learning outcome in “testable” ways alter the learning outcomes
(and not always in desirable ways)?
 With this type of assessment, the assessment process and learning
outcomes are equally subject to evaluation as student learning.
3. Are we sacrificing the roles of assessment for the goals of assessment? In
other words, are we sacrificing the process for the outcomes (i.e., assigning
grades or writing an assessment report)?
 This assessment method more directly takes students‟ needs into
consideration than a more traditional assessment model.

Developing Emergent Assessment

Profile the actual effects of instruction or educational program against demonstrated
needs of students who complete a course or program.

Step One
Create a profile of the needs of students who finish your course, graduate from
your program (that goes beyond what you intend to deliver).

Step Two
Identify effects of educational program on students‟ learning using primarily direct
methods, considering
 both intended and unintended effects

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  both positive and negative effects

Step Three
Compare the information gained in step one with the information gained in step
two.

Some Emergent Assessment Methodologies

Methodologies may include anything that includes a global, comprehensive look at
student work, behavior, performance, attitudes, and values to determine what affect
the academic program is having.

Examples
 Writing Samples
 Especially those requiring reflection
 Interviews or focus groups with students
 Brainstorming sessions with students
 Ecological observation of students engaged in work in a classroom

Critical Elements in Emergent Assessment

 Assessors need to be competent in the subject of assessment.
 Assessors need to “know it when they see it.”
 Assessors need to be aware of and conscientious of their bias.
 Ideally, the assessors would have no knowledge of intended learning
outcomes, but this is generally not possible in assessment.
 Assessors do not look for effects solely through the lens of defined
learning outcomes or intended learning based on course/program
academic content.
 Need to be Critical!
 Are you just seeing what you want to see?

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 Developing an Emergent Assessment
 First, you should consider the necessarily intrusive nature of this type of
assessment. Is this appropriate for your setting (i.e., the culture or nature of
your course or program)?
 Also, this type of assessment can be very time-consuming – both for the
faculty and for the students.
 There is a need for both openness and honesty with this assessment model,
which may not be comfortable for some people.
 Assessment with this model needs to be both balanced and unbiased. Note
that this requires knowledge from the assessors of their natural biases.

4. Learning-Oriented Assessment
Learning-oriented assessment is assessment that has the purpose of bringing about
deep and meaningful learning for student. This is a course-based type of
assessment that focuses on students‟ learning rather than instructors‟ teaching.

Using Learning-Oriented Assessment

Traditional Assessment Learning-Oriented Assessment

Knowledge transmitted from professor to Students construct knowledge by gathering &

students synthesizing information from
different sources
Students passively receive information Students are actively involved in learning
Emphasis on acquiring knowledge for the Emphasis on using and communicating
sake of having the knowledge information to address real world issues
Teaching and assessment are separate Teaching and assessment are intertwined
Assessment used to monitor learning Assessment used to promote (and diagnose
issues with) learning
Emphasis on the "right" answers Emphasis on making, and learning from,
mistakes
Huba, M.E. & Freed, J.E. (2000). Learner-Centered Assessment on College Campuses. Allyn and Bacon:
Boston.

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Developing Learning-Oriented Assessment

Some suggestions for developing a learning-oriented assessment for a course:

 Develop course-based learning outcomes
 Create learning experiences designed to bring about the learning based on the
defined learning outcomes
 Engage students in ill-defined (rather than well-defined) problems
 Evaluate students‟ abilities to complete the criteria of the task(s)
 Provide formative assessment to involve students in improving their learning
 Gather feedback from students about instructors‟ teaching and their learning to
involve instructors in improving students‟ learning
 Adjust instruction based on feedback from students

Some Learning-Oriented Assessment Methodologies

Methodologies tend to focus more on formative assessment and classroom assessment

strategies. All assessment methodologies should have the purpose of contributing to
students‟ learning

Examples:
 e-Portfolios
 Classroom Assessment Techniques (CATs)
 Work on ill-defined problems (example: “grand challenges” in your field)

Critical Elements in Learning-Oriented Assessment

This type of assessment breaks down the barrier between instructors and students
 Both are equal partners in students‟ learning
 Requires a lot of formative assessment (students need consistent feedback on
their learning)
 This is a course-based (rather than a program-based) form of assessment.
 Focuses heavily on formative assessment (rather than summative)

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  BUT, still need to determine how grades will be given in the course
 This type of assessment is based on an assumption of “backward design”

Developing a Learning-Oriented Assessment

Before deciding to implement learning-oriented assessment, you should consider the
following two questions:
 This type of assessment requires a lot of faculty buy-in (due to its classroom-
based nature)
 Requires a shift in both instructors‟ and students‟ thinking about mistakes
 Making mistakes is to be expected as a natural part of the learning process
 Use caution that the classroom does not have a punitive view of mistakes
 Instructors‟ teaching is equally up for evaluation as students‟ learning.
 This is a time-consuming form of assessment.

Types of Alternative or Authentic Assessment

Here is a list of alternative assessment strategies that teachers may want to consider.
Note that these examples are just some of the numerous strategies that are available.

Abstract Flowchart Podcast

Annotated Bibliography Group Discussion Review of book
Autobiography/Biography Essay Review of literature
Blog Letter to the editor Research Proposal
Brochure Methods Plan Statement of Assumptions
Case Analysis Memo Summary
Cognitive Map Multimedia presentation Taxonomy
Description of a Process Oral Report Thesis sentence
Diary Personal Letter Vlog
Debate Narrative Portfolio
Diagram Outline Question

Below are examples of Authentic or Alternative Assessments adapted from Queen‟s

University Centre for Teaching and Learning Module on Assessment, and Berkeley
Centre for Teaching and Learning‟s “Alternatives to Traditional Testing.”

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Letter/Letter to the  Asks student to write in first person singular
editor perspective, which can be adapted so that they are
writing from the perspective of a historical or imagined
individual, or themselves.
 Students are asked to develop a coherent written
narrative or statement for the audience.
 Requires research, disciplinary knowledge,
communication skills, and creativity.
 Can be adapted by numerous disciplines.
Memo  Students prepare a one or two page memorandum or
briefing about a topic that is being covered in class.
Memo headings can include: background, problem,
solutions with pros and cons list, final recommendation.
 This exercise allows students to practice being concise
and direct.
Presentations  Considered the most readily approachable method of
authentic assessment.
 Applies positive peer pressure, as it is likely that
students will be better prepared when they have to
perform before others.
 Presentations are an opportunity for the development of
professional skills. Stu- dent will need to prepare and
rehearse, and develop an appropriate, polished use of
visual aids.
 Enhances professional verbal, visual, written
communication skills.
 Can be easily applied to many disciplines, including the
sciences.
Poster  The nature of the poster presentation can vary. It can
presentations consist of a summary of a work in progress, or a visual
presentation that is equivalent to a term paper.
 Headings to be included could be a literature review,
description of topics, observations, claim/thesis, and
conclusions.
 Teaches professional skills for participation in academic
conferences.
Portfolio of work  Students develop portfolios in order to demonstrate the
evolution of their work over the course of the semester.
 Students are typically asked to compile their best/most
representative work and write a critical introduction and
brief introduction to each piece.

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 Proposals  Asking students to write a proposal for a larger, more
heavily weighted project allows students to try out their
ideas and set their own goals for learning before
actually carrying out their projects.
Policy briefs,  Policy briefs/reports ask students to address in a
Reports professional manner a research question, course of
action, decision, or theory that is of interest and
importance. This allows students to develop
professional skills and become familiar with the specific
vocabulary and style of writing in their fields.
Case studies,  Case studies present fictional scenarios that include a
Simulations dilemma that requires problem solving. Students must
apply higher order thinking skills in order to evaluate
and apply knowledge, and to analyze the problem.
 Simulations ask students to play and act out various
roles within a case. This can include mock trials, mock
city council or legislative meetings, and mock meetings
of corporation stockholders or school boards. In
simulations, students require background information
that they then apply to the role.
Fishbowls  The fishbowl is similar to a debate. A few students are
selected to be in the “hot seat,” where they respond to
questions, concerns, ideas, about the given topic. Other
students ask questions and bring forth counter points.
 This type of exercise advances student knowledge and
comprehension, as well as improving skills in active
listening, critical inquiry, professional communication,
presentation, and group discussion.

In addition, the Center for Educational Innovation of the University of Minnesota (2021)
promotes many ways to assess students' mastery of material besides multiple choice
examinations. You might find some that are unacceptable or absurd, but these are
alternative ways that teachers can consider in classroom assessment.

1. Open book exams. Because students can use books and notes, open book exams
encourage students to learn to apply knowledge rather than memorize material.
They are usually somewhat less anxiety-provoking than regular tests.
2. Crib Sheets. Allowing students to bring some notes provides the same advantages
as an open book exam. The process of deciding what to include in the notes, putting

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 concepts in your own words, etc., is also a good learning experience for the
students. The instructor can provide appropriate parameters and guidance.
3. Take home exams. Take home exams allow instructors to give students problems
which will take longer than a class period to manage and/or require the students to
use a variety of references. However, they limit student studying to only the material
related to the questions asked and instructors do not know if students received help
in answering the questions.
4. Collaborative testing. Some instructors have students take multiple choice tests in
pairs or small groups. This approach which allows students to discuss the materials
and „teach each other‟ usually increases the students‟ grasp of the material. There
are several alternative ways to use collaborative testing. Some instructors allow
students to discuss the test with their group, but ask each student to turn in his/her
own answer sheet; group members do not need to agree on answers. Others require
the group to come to an agreement on answers; each group hands in one answer
sheet and each group member receives the same grade. A third option is a
combination of the two: Class members first take the test individually and hand in
their answers to receive an individual grade. Then they take the same test (or
portion of the test) as a group and individuals are assigned bonus points based on
the group‟s performance (e.g., for group tests of 95% or better, individuals receive 3
bonus points, 89-94% receive 2 points, etc.). If tests are to be taken collaboratively,
test items should be written at the higher levels of the taxonomy.
5. Student portfolios. Instructors in many classes ask students to prepare a collection
of class assignments. These are most often collections of written work, but could
also include computer programs, drawings, video tapes, or problem solving.
Because portfolios contain a collection of student work, they often provide a more
accurate picture of a student‟s achievement than a single test or project could.
6. Performance Tests. In a performance test students are required to perform a
complex skill or procedure, or create a product to demonstrate that they can apply
the knowledge and skills they have learned while the instructor observes and
evaluates the process. These tests are time consuming and often difficult to grade,
but are much more appropriate for certain courses than a pencil-and-paper test. For

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 this type of test to be reliable, an instructor should have a scoring guide which
specifies the criteria for each grade.
7. Retake policies. Providing students with the opportunity to repeat an exam (using
an alternative form of the exam) benefits most students. It decreases student anxiety
and provides the opportunity for students to learn from their mistakes. However, this
policy demands a large bank of test items and additional instructor time for grading
the exams. One professor at this university cuts down on grading time by bringing
answer keys to class and having students correct their own tests, in the presence of
the instructor, as soon as they finish. This has the added benefit of immediate
feedback to the students.
8. Adding the option of explanation to an M-C test. Sometimes students feel that a
multiple choice question can be interpreted in more than one way with one
interpretation leading them to choose one answer while an alternative interpretation
leads to another. Allowing students to explain an answer decreases student anxiety
and often prevents penalizing the „good‟ student for interpreting the question at a
deeper level than was intended. This entails slightly more grading time for the
professor, but those using this option report that students rarely include an
explanation for more than one or two questions.
9. Replacing tests with summaries. Some instructors, rather than testing, require
students to regularly write summaries of the class readings and lectures which
include the main points, a critical reaction to the ideas, and a discussion of what‟s
most important. This requires a great deal of reading on the part of the instructor, but
students report that they prefer the summaries over tests. They feel it is less
stressful than taking a test and that they learn more and retain it longer.

Principles in Assessing Learning using Alternative Methods

According to David et al. (2020), there are many principles in the assessment of
learning using alternative assessment methods or non-traditional methods. Based on
literatures, the following may be considered as core principles:
1. Assessment is both process- and product-oriented. An assessment gives
equal importance to students‟ performance or in producing a product. While

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 traditional assessment methods are focused on assessing student products or
outputs, non-traditional or alternative methods like performance assessment
and portfolio assessment give value to the product developed by students, as
well as in the process students have undergone to develop the 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, analysing) or skills (e.g., creativity, critical
thinking). The use of non-traditional methods of assessment like performance
assessment allows the assessment of both lower-order and higher-order
cognitive outcomes in ways that are more authentic.
3. Assessment can include a measure of non-cognitive learning outcomes.
Traditional assessment focuses on knowledge and other cognitive learning
outcomes. However, psychomotor and affective learning 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 non-cognitive outcomes. Non-traditional assessment
tools like rubrics, scales, and checklists allow the measurement of non-
cognitive learning outcomes that allow a more complete and assessment of
student learning.
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 as a continuum from less authentic to most
authentic, with more authentic tasks expected to be more meaningful for
students. Performance assessment is optimal if the performance task to be
demonstrated is similar or closed to what is expected in the real world.
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

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 multiple periods to assess learning over time. Moreover, the use of both
traditional assessment 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. This ensures that students are being assessed in a
more comprehensive and holistic way.
6. Assessment should lead to student learning. This means that assessment
should be like classroom instruction. This principle is consistent with the
concepts of assessment for learning and assessment as learning.
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. In 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.

Advantages of Alternative Assessments

What benefits do students, teachers and the education system can gain through
alternative assessments? The list below provides some insights into this question.
 Students get an opportunity to apply the knowledge that they have learned and
demonstrate it in a constructive way that provides a solution to a problem.
 They are encouraged to think, analyze, innovate and apply; and their sense of
reasoning tends to improve.
 Students also improve on their communication skills as they need to also explain
their solutions and the logic behind it to examiners.
 These tests are more realistic and bring in an understanding and the importance
of the knowledge gained.
 A student‟s skills are also measured along with the knowledge gained, making it
more complete and correct.

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  Provides educators with a real time understanding on how teaching methods can
be improved. This is so because they get to see how students have imbibed what
they have learned and bring it out productively.
 It is easier to grade a student overall like this rather than just scoring marks
through shallow recitations.
 It is much more transparent and fair as all students are given an equal
opportunity to apply the knowledge gained in a way they find fit rather than
constraining them.

Summary

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Enrichment

1. For more information and insights about the implications of alternative assessment
to some subjects in the curriculum, you can visit https://www.teach-
nology.com/litined/assessment/alternative/ to read, explore and learn more from
“Educational Literature on Alternative Assessment”.
2. In language assessment, watch the video on “Alternatives in Assessment” using the
link https://www.youtube.com/watch?v=TSfYddYvF_g&t=25s.
3. In Mathematics, read the article titled. “Authentic Assessment Methods for
Mathematics” from https://resilienteducator.com/classroom-resources/authentic-
assessment-methods-for-mathematics/.
4. Also, Science.gov posted substantial amount of researches related to alternative
assessment techniques. Access through this link:
https://www.science.gov/topicpages/a/alternative+assessment+techniques
5. For Physical Education students, you can read this study online: Joseph K. Mintah
(2003). Authentic Assessment in Physical Education: Prevalence of Use and
Perceived Impact on Students' Self-Concept, Motivation, and Skill Achievement,
Measurement in Physical Education and Exercise Science, 7:3, 161-174.
https://doi.org/10.1207/S15327841MPEE0703_03.

Assessment

A. Let us check what ideas you have acquired about the basic concepts and principles
in assessing learning using non-traditional or alternative methods.

1. What is alternative assessment of learning?

2. How similar or different is traditional assessment from alternative assessment?
3. Give at least 3 models of non-traditional assessments.
4. Give 3 criteria for an assessment task or activity to be considered as authentic.
5. Give and explain 3 principles in assessing learning using alternative methods.

B. To test whether you have learned about the basic concepts and principles in non-
traditional assessment, complete the table below to indicate the differences of
traditional and alternative assessments.

Areas Traditional Assessment Alternative Assessment

Definition Use of traditional assessment
strategies or tools to provide
information n student learning
Tools Paper and pencil tests

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 Focus Knowledge

Orientation Outcome-based

Assessor Teacher or external

C. Choose one (1) of the key principles in in assessing learning using alternative
assessment. Discuss it by presenting a specific case or experience with your past
teachers in basic education.

D. Prepare a plan on how you will carry out alternative assessment based on the
principles. Choose a specific topic based on DepEd Curriculum Guide of any subject
of your choice, then identify the competencies to teach and the manner you assess
them through alternative methods.

Principles Plan in applying the principles in your

Classroom Assessment
Assessment is both a
process- and product-
oriented.

Assessment should focus on

higher-order cognitive
outcomes.

Assessment can include a

measure of non-cognitive
learning outcomes.

Assessment should reflect

real-life or real-world
contexts.

Assessment must be
comprehensive and
holistic.

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 Assessment should lead to
student learning.

E. Evaluate yourself on the extent of your knowledge and understanding about the
assessment of learning and its principles.
Great Moderate Not 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.
5. I can explain what is performance assessment is.
6. I can differentiate the 4 models of non-traditional
assessment.
7. I can describe the characteristics of alternative
assessments.
8. I can give examples of assessment tasks or
activities that conform to one or more of the core
principles of assessing learning using alternative
methods.
9. I can provide the advantages of using alternative
methods in assessment.
10. I can understand what it means to have good
assessment practices in the classroom.

References

Alternative Assessment: Definition and Examples (2021). Retrieved from

https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
Alternative Assessment Strategies (2021). Retrieved from https://cei.umn.edu/support-
services/tutorials/integrated-aligned-course-design-course-design-
resources/alternative
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co.
Classroom Assessment. Retrieved from
https://fcit.usf.edu/assessment/selected/responseb.html

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David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
Mueller, Jon (2016). Authentic Assessment Toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Using Alternative Assessments (2021). Retrieved from https://ctl.byu.edu/using-
alternative-assessments.
Non-Traditional Assessment Models (2021). Retrieved from
https://offices.depaul.edu/center-teaching-learning/assessment/assessing-
learning/Pages/non-traditional-assessment-models.aspx

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