Lesson 1: Basic Concepts, Theories, and Principles in The following are features of alternative assessment

Assessing Learning Using Alternative Methods (Silvestre-Tipay 2009, p.58):

1. Assessment is based on authentic tasks that

demonstrate learners’ ability to accomplish
What is an alternative assessment?
communication goals;
 Assessment is generally defined as the process
2. Instructor and learners focus on communication, not
of gathering quantitative and/or qualitative data
on right and wrong answers;
for the purpose of making decisions.
3. Learners help to set the criteria for successful
completion of communication tasks; and
Assessment in learning can be defined as systematic and
4. Learners have opportunities to assess themselves and
purpose-oriented collection, analysis, and interpretation
their peers.
of evidence of student learning to make informed
decisions relevant to the learners.

Assessment of learning refers to the use of assessment While the practice of assessing learning using traditional
to determine learners’ acquired knowledge and skills methods like paper-and-pencil tests is still common in
from instruction and whether they were able to achieve many classrooms, there is an emerging trend toward the
the curriculum outcomes. use of alternative assessment or assessment using
nontraditional methods, which in theory and practice can
Assessment for learning refers to the use of assessment
capture learning targets and learning outcomes in more
to identify the needs of students in order to modify
authentic ways. Indeed, the use of alternative assessment
instruction or the learning activities in the classroom. It
can lead to more Authentic assessment of learning. In
is meant to identify gaps in the learning experiences of
comparison, traditional assessments are viewed as less
students, so they can be assisted in achieving the
authentic types of assessment.
curriculum outcomes.
While traditional assessments typically use paper-and-
Assessment as learning which is also formative in
pencil tests, alternative assessment is more concerned
nature, refers to the use of assessment such as tasks,
with performance assessment or performance-based
results, and feedback to help learners become self-
assessment. Performance assessment refers to
regulated.
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
In practice, most teachers use traditional assessment providing opportunities for the students to apply what
methods to assess and evaluate the learning of students they have learned through task performance and/or
in the classroom. product creation. The emphasis is on assessing what
Traditional assessment refers to the use of traditional students know and what they can do. If the task to be
assessment strategies or tools to provide information on demonstrated closely resembles what is typically
student learning. Typically, objective (e.g., multiple- performed or experienced in the real world (high degree
choice) and subjective (e.g., essay) paper-and-pencil of realism), then performance assessment is also more
tests are used to assess students. Traditional assessments authentic.
are often used as the basis for evaluating and grading Another alternative method of assessing learning is
students. They are more commonly used in classrooms through Portfolio assessment, which pertains to
because they are easier to design and quicker to be students’ construction and use of portfolios in a
scored. purposeful and systematic manner in order to document
In contrast, Alternative assessment refers to the use of their progress in the attainment of learning targets. A
alternative or non-traditional assessment strategies or Portfolio is a collection of learning and performance
tools to collect information on student learning. artifacts by a student and is typically accompanied by
Examples of alternative forms of assessment are personal narratives and reflections. The use of a portfolio
performance-oriented and product-oriented assessment allows students to document and demonstrate their
methods. At the core of alternative assessment is the accomplishments in the classroom and provide
need to design and implement assessment tasks or opportunities to the learners and their teachers to
activities that refrain from using traditional paper and- evaluate progress in a given period of time (Tolentino,
pencil tests, which typically assess cognitive learning 2009). A portfolio assessment also allows the assessment
outcomes and thus have right or wrong answers. of students’ learning processes and products/outputs in a
comprehensive and integrative manner.
Other alternative strategies for assessing learning are how a skill or attribute develops so appropriate
assessment of non-cognitive learning outcomes through assessment strategies and tools can be designed.
performance rubrics (for psychomotor outcomes) and
rating scales and checklists (for affective or
dispositional outcomes). The use of rubrics and scales Authentic assessment is the most popular model for
may also provide opportunities for using self-assessment alternative assessment. It is an approach in the
and peer assessment, which allow for a more assessment of student learning that refers to the use of
comprehensive assessment of student learning and assessment strategies or tools that allow learners to
performance in the classroom. perform or create a product that is meaningful to the
learners as they are based on real-world contexts. The
authenticity of assessment tasks is best described in
What are the different models of alternative terms of degree and not in terms of the presence or
assessment? absence of authenticity. Hence, an assessment can be
more authentic or less authentic compared to other
The three most common models of nontraditional
assessments, The most authentic assessments are the
assessment are:
ones that allow performances that most closely resemble
(1) Emergent Assessment, real-world tasks or applications in real-world settings or
environments.
(2) Developmental Assessment, and

(3) Authentic Assessment.

The following can be used as criteria in determining
if an assessment task or activity is authentic or not
Emergent assessment is based on Michael Scriven’s (Silvestre-Tipay 2009):
goal free evaluation model (1967). In this model, the The assessment task or activity can ...
assessment focuses on determining the “effects” of
instruction on students. The emphasis is on the 1. be built around topics or issues of interest to the
assessment of both the intended and unintended effects students;
or learning outcomes. Hence, assessment is not limited
2. replicate real-world communication contexts and
to collecting information if the intended learning
situations;
outcomes defined were met or not, but also gives
importance to unintended learning outcomes whether 3. involve multistage tasks and real problems that
positive or negative. require creative use of language rather than simple
repetition;
Emergent assessment examines how and what the
educational program and instruction are doing to 4. require learners to produce a quality product or
address the needs of students. The assessor should have performance;
no preconceived notions or biases regarding learning
5. introduce the students to the evaluation criteria and
outcomes or instructional goals. With this model,
standards;
assessment is more qualitative and the assessor uses
multiple methods to record all data accurately and 6. involve interaction between assessor (instructor, peers,
determine their importance and quality. Hence, self) and person assessed; and 7. allow for self-
categories emerge from the observations of the assessor. evaluation and self-correction as they proceed.
In this model, direct and indirect evidence of student
learning are both collected. Direct evidence refers to
tangible and compelling evidence of what students have
and have not learned, whereas indirect evidence refers to
proxy signs for learning that are less tangible and less
compelling compared to direct evidence.

Developmental assessment, on the other hand, focuses

on determining the extent that students have developed
their competencies from instruction. This model adopts a
pre-test and post-test methodology to collect
information if student has developed or improved after
instruction. It involves a comparison of what students
can do at different time points and/or different contexts
to assess if there is progress. Developmental assessment
is said to be useful for assessing learning outcomes What are the different principles in assessing
based on students’ development rather than a final learning using alternative methods?
product. Assessors should have adequate knowledge of
There are many principles in the assessment of learning time. Moreover, the use of both traditional assessment
using alternative assessment or nontraditional methods: and alternative assessment strategies and tools should be
considered. Nontraditional methods of assessment (e.g.,
use of rubrics, scales) allow the possibility of multiple
Based on the different readings and references on assessors, including the use of self and peer assessment.
these principles, the following may be considered as This ensures that students are being assessed in a more
core principles: comprehensive and holistic way.

6. Assessment should lead to student learning. This

means that assessment should be like classroom
1. Assessment is both process- and product-oriented. instruction. This principle is consistent with the concepts
An assessment gives equal importance to student of assessment for learning and assessment as learning.
performance or product and the process they engage in Assessment for learning refers to the use of assessment
to perform or produce a product. While traditional to identify the needs of students in order to modify
assessment methods are focused on assessing student instruction or the learning activities in the classroom. In
products or outputs, non-traditional or alternative assessment as learning, assessment tasks, results, and
methods like performance assessment and portfolio feedback are used to help students practice self-
assessment give value to the product developed by regulation and make adjustments in order to achieve the
students, as well as in the process students have curriculum outcomes.
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,
analyzing) or skills (e.g., creativity, critical thinking).
The use of nontraditional or alternative 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 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 noncognitive in nature. Hence, an
assessment should also consider the assessment of these
noncognitive outcomes. Nontraditional assessment tools
like rubrics, scales, and checklists allow the
measurement of noncognitive 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 of as a
continuum from least 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 close
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 multiple periods to assess learning over