DEVELOP (use extra bond paper if necessary)

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?

- Refers to the use of alternative or nontraditional assessment strategies or tools
to collect information on student learning. Examples of alternative forms of
assessment are performance-oriented and productoriented assessment
methods.

2. How similar or different is traditional assessment from alternative assessment?

- the practice of assessing learning using traditional methods like paperand-pencil
tests is still common in many classrooms, there is an emerging trend toward the use
of alternative assessment or assessment using 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.

3. Give three models of alternative or nontraditional assessment.

- The three most common models of nontraditional assessment are: (1) Emergent
Assessment, (2) Developmental Assessment, and (3) Authentic Assessment

4. Give three criteria for an assessment task or activity to be considered as authentic.

- 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.
5. Give and explain three principles in assessing learning using alternative methods.

- 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. While traditional assessment methods are focused on assessing
student products or outputs, nontraditional 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, 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 learnig
outcomes, and there are learning targets that are noncognitive in nature. Hence, an
assessment should also consider the assessment of these noncogonitives outcome.

DEVELOP: (use extra bond paper if necessary)

1. What is the difference between educational objectives and learning targets?

- the key difference between the two is that, educational objectives are specific
statements of student performance at the end of an instructional unit. Educational
objectives are sometimes referred as behavioral objectives and are typically stated
with the use of verbs. While learning target is 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 compared instructional and assessment activities.

2. What are the common typologies of learning targets?

- The most common typology of learning targets are:

Knowledge, skill, product, and affect (also known as disposition).

2. Why is it important that learning targets and assessment tasks/activities are

matched?
- it is very important that learning targets and assessment tasks/activities are
matched because this is the only way that a certain outcome is obtained if the
processes chosen are in accordance with each other. A goal can never be obtained if
the assessment tasks chosen are not matched.

4. What are the three types of learning targets that best assessed through alternative
assessment methods? Why?

- three types of learning targets can be best assess using alternative assessments. These are skills,
products, and affect.

Instruction: Complete the table by formulating your own sample learning targets per type
(do not copy the sample from the book)

Types of Learning Targets Sample Learning Targets

Knowledge targets Reasoning targets I can discuss the concept of my chosen essay
paper.
Skills targets I can read the essay with confidence in front
of a big crowd.
Product targets I can write the essay with factual contents
that has relevant conclusions.
Affective targets I can appreciate the critiques and comments
to my essay.
Use the following table to come up with your performance assessment plan.

Subject: Gen. Chemistry Laboratory

Desired learning outcome Course topic Types of performance task

Students will be able to learn Units and measurements Solving a problem
how to take measurements
and perform calculations.
Students will be able to Chemical bonding Solving a problem
know how to join atoms and
molecules through ionic and
covalent bonding.
Students will be able to Periodic table Solving a problem
organize the chemical
symbols in a systematic way.
Students will learn how to stoichiometry Solving a problem
balance chemical equations.
Students will be able to learn Solutions and mixtures Solving a problem
the different types of
solutions and mixtures and
how to calculate
concentrations.
Students will be able to Acids, bases, and pH Solving a problem
apply the concepts of acid-
base reactions.
Below is a sample Environment Attitude Scale. Classify the items according to the taxonomy
of affective traits: receiving, responding, valuing, organization, and characterization.

Student Environmental Survey:

1) Listened to announcement.____receiving______________________________________

2) Attend a rally for tree planting._____responding__________________________________

3) Read information about climate change. _____receiving__________________________

4) Wrote a letter to a club officer ______organizing_________________________________

5) Apprehended one who threw garbage on the floor____valuing___________________

6) Took part in a protest for cutting trees._______responding________________________

7) Filed a complaint about vandalism._____valuing_______________________________

8) Joined an action group in clean-up activity._____responding________________________

9) Contributed money for an environmental cause.___valuing______________________

10) Wrote a letter to the newspaper about traffic jam__organizing_____________________

11) Joins voluntarily a marathon activity for raising funds___responding_________________

12) Picking up litters surrounding____valuing____________________________________

13) Segregate trash properly______organizing____________________________________

14) Show awareness in climate change______receiving______________________________

15) Voluntarily joined tree planting._______valuing_______________________________

II. Prepare a simple two point scale evaluation checklist.

yes no item criteria

/ 1 I understand 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.

EVALUATE:

Check the ideas you have acquired about portfolio assessment from different sources.

1) Why would you assess students’ learning using portfolios?

- because portfolio assessments enables students to reflect their real performance,
to show their weak and strong domain and to observe students’ progress during the
learning process, and encourages students to take responsibilities for their own
learning.

2) What are the benefits of the students when you use their portfolios to assess their
learning?

- portfolio can present a wide perspective of learning process for students and enables a
continues feedback for them. It also provides visual and dynamic proofs about students’
interests, skills, strong sides, successes, and developments.

3) What are the challenges that portfolio assessment poses to students as a methods of
assessing their learning?

- although using portfolios can have benefits, it also has some disadvantages like, the
portfolio can just be a miscellaneous collection of work that cant reflect the students growth
if the purpose of the portfolio is not clear. Another thing is that, portfolios can be very time
consuming as it takes a lot of time for the teachers and students to comply.

4) How different is the use of students’ portfolio from other methods in assessing learning?

- portfolio gives an insight into the progress the students is making and reveals the strength
and weakness of the child unlike traditional assessment. It is clear that both performance
and portfolio assessment provide feedback to students wheareas traditional assessment do
not.

5) To know if you have acquired the needed information about portfolio assessment, kindly
complete this graphic organizer based on what you read, viewed and listened.
Rubric for assessing:____rubrics for problem solving in math ____________

Type of Rubric:___ Task-Specific Rubric ___________________

Subject:__Mathematics__________________________

CRITERIA EXEMPLARY ACCOMPLISHMENT DEVELOPING BEGINNING

4 3 2 1
Mathematical 90-100 percent Almost all 85-89 Most 75-84 More than 75
errors of the steps and percent of the percent of the percent of the
solutions have steps and solutions steps and steps and
no have no solutions have solutions have
mathematical mathematical no mathematical
error errors mathematical errors
errors.
Explanation Explanation is Explanation is clear Explanation is a Explanation is
detailed ad little difficult to difficult to
clear understand but understand and
includes critical is missing
components. several
components or
was not
included.
Neatness and The work is The work is The work is The work
organization presented in a presented in a presented in a appears sloppy
neat, clear, neat, and an organized and
organized organized fashion fashion but unorganized. It
fashion that is that is usually easy may be hard to is hard to know
easy to read to read read at times. what
information
goes together.
Diagram and Diagrams and Diagrams and Diagrams and Diagrams and
sketches sketches are sketches are clear sketches are sketches are
clear and and easy to somewhat difficult to
greatly add to understand. difficult to understand or
the readers understand are not used.
understanding
of the
procedure
completion All problems All but one of the All but two of Several of the
are completed. problems are the problems problems are
completed are completed not completed.

DEVELOP:

1) Why do we need to couple quantitative assessment results with qualitative?

- qualitative and quantitative methods are in fact complementary. Each has
strengths and weaknesses that the other doesn’t, and together, they can present a
clearer picture of the situation than either would alone. Often, the most accurate
information is obtained when several varieties of each method are used.

2) When do think is the appropriate time to give feedback?

- for most feedback that comes to mind, usually, the best time to give feedback is shortly
after the moment has occurred. Why? The longer you wait, the longer what you did not
share is still affecting the way the other person acts.

3) Why do we need to record the results of formative assessment?

- these results can be used to find where the shortcomings are within your instructions or
among students. Formative assessments give our students evidence of their current
progress to actively manage and adjust their own learning. This also provides our students
the ability to track their educational goals.

APPLY:

The following are performance tasks. Provide the scale for the tasks by giving four criteria
each and decide what type of scale is to be used.

A. The Grade 6 students will select a classic novel, and they will make a book report.

CRITERIA
1. Content
2. Originality
3. Mechanics
4. Presentation

B. The Grade 8 students need to conduct an experiment to test if the substance is acid
or base.

CRITERIA
1. Aim
2. Method
3. Results
4. Discussions

C. The Grade 1 pupils will create a situation involving subtraction of whole numbers,
including money.

CRITERIA
1. Problem
 2. Strategy
3. Required elements
4. Results

Apply:

The following are incident about the performance of a learner. Provide the appropriate
feedback to each situation. Write the feedback to be communicated to the child on the lines
provided.

1. In Grade 7 English class, the students are tasked to write an essay. One pupil did not
provide an indention in the first line of the composition. What feedback will you
provide?
Answer: i will give a simple direction. Ask them to make things right by showing how
it should have been done. Without directly pointing the student’s mistake.

2. In Grade 9 class, recitation was conducted on the topic of characteristics of metals. One
student was asked to give three characteristics of metal. The student stood up and keep quit
for more than three minutes. The child is taking too much time to provide the answer. What
feedback will you provide?

Answer: whatever the reason of the silence may be, i will provide comfort and solid
reassurance that the classroom is not a place for judgement, but one for
empowerment.

3. In a Filipino class for Grade 10, the students were tasked to write a letter to a selected
classmate. One student wrote complaints about the behavior of the classmate. The student
wrote in the letter bad words that hurt the classmate. What feedback will you provide?
 Answer: i will correct the student whose at fault but in a calm manner to avoid
panic .

4. In Music class for Grade 7, each student rendered a solo song number in front of the
classmate accompanied by piano. One student could not reach the high note required in
one line of the song. What feedback will you provide?

Answer: i will let the student know that we are working on this together. Letting the
student know that it is okay to fail sometimes will release them from pressure. I will
remain available to stay connected to all the students in class.

5. In Grade 2 mathematics class, a subtraction task is provided for a two-digit number and a
one digit number. The task given is 24 – 5 = ?, the child subtracted 4 from 5 and brings down
2 resulting to an answer of 21. 24- 5= 21 What feedback will you provide?

Answer: for some students, mathematics means trouble. So if they made a mistake, I
will let the child know that he is not in trouble. I will guide the struggling child and
use the moment to promote the concept of useful failure among students.

Transfer

Watch the video of a 10 year-old girl in YouTube. The video is called “Kindness speech by 10
year old girl”, and it is found in this link:https://www.youtube.com/watch?v=DtCxjMd5Dm

The following are the criteria for the speech:

1. Mechanics: The voice is loud and clear.

2. Idea: More than two acts of kindness are provided.

3. Structure: The speech has an introduction, body, and conclusion.

4. Evidence: The arguments presented in the speech are supported with evidence.

5. Persuasion: The delivery of the speech is persuasive to the audience.

Suppose that you are the teacher, provide a feedback on each aspect of the criteria. Write
your feedback on the space provided;

Answer:

1. Mechanics: The voice is loud and clear.

- it made the speech more understandable keeping it light and somehow fun to
listen to.

2. Idea: More than two acts of kindness are provided.

- She as a child carries the ideas so well.

3. Structure: The speech has an introduction, body, and conclusion.

- the speech was well written and well delivered.

4. Evidence: The arguments presented in the speech are supported with evidence.

- her speech was on point and she presented the evidences so well. It is also encouraging,
not just to children but also to adults as well.

5. Persuasion: The delivery of the speech is persuasive to the audience.

- i would say the speech was highly persuasive. I as an adult learned so much. It is both fun
and enlightening to listen to.