ASSESSMENT IN LEARNING 2 Dr. Marilyn Ubifia-Balagtas Author-Coordinator Dr. Adonis P. David - Dr. Evangeline F. Golla Dr. Carlo P. Magno = Dr. Violeta C. Valladolid AuthorsPreface ... Course Map .... Suggested Course Syllabus . CHAPTER I: INTRODUCTION TO ASSESSMENT IN LEARNING 2 Lesson 1: Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods... 008 What is alternative assessment?. What are the different models of alternative assessment... What are the different principles in assessing learning using alternative methods?.... Lesson 2: Learning Targets for Performance and Product-Oriented Assessment... What are the learning targets appropriate for alternative assessment?......17 What are the appropriate alternative methods of assessment for learning targets?.... : CHAPTER II: ALTERNATIVE WAYS IN ASSESSING LEARNING Lesson 3: Performance Assessment What is performance assessment: What are the characteristics of a good performance assessment? .... What are the general guidelines in designing performance assessment?.......40 How do you conduct performance assessment?.... Lesson 4: Affective Assessment. What is affective assessment? Why assess affective domain What is the taxonomy of affective domain in learning?... What are the affective variables in learning?, What assessment tools are used to measure affective learning?.. Lesson 5: Portfolio Assessment. What is portfolio assessment?, Why portfolio assessment... How do we do portfolio assessment:Beto ee ASSESSMENT DATA JAPTER III: ANALYSIS AND REPORTING OF "3 USING THE ALTERNATIVE METHODS Lesson 6: Process in Developing and Using Rubrics for Alternative Assessment What is a rubric What are the different types of rubric?.. What are the characteristics of a good rubric? What are the basic steps in developing rubrics? How can you make rubric useful to your students? Lesson 7: Organization and Analysis of Assessment Data from Alternative Methods... How do we quantify results from rubrics?, How do we quantify results from scales and checklists: How do we quantify results from portfolios?... How do we summarize results: Lesson 8; Communicating and Reporting of Assessment Data from Alternative Methods. Why is feedback a powerful means to help learners improve? . What are the different forms of feedbacl How to use portfolios to help learners improve: How to organize meeting with parents?... Table of Specifications .... Summative Test for Assessment in Learning 2. Key to Corrections of the Summative Test... Whole Course Portfolio Rubric... Self-Assessment. Glossary of Terms.. Bibliography Index..,Nagas Assessment in Learning 2 is the second of the two courses on assessment under the Professional Education Component in the new Policies, Guidelines, and Standards set by the Commission on Higher Education (CHED) for pre-service teacher education programs (CHED Memo No. 74 to 80 and 82, S 2017). This is a three-unit course that is usually taught for 54 hours in one term. In some universities, the course should be delivered in 18 weeks for a semestral schedule and 12 weeks for a trimestral schedule. In this book, however, the writers designed the course with suggested time allotment per lesson as guide to the course facilitator in scheduling the lessons and activities of the course fit for semestral or trimestral schedule. The topics in this course are divided into three chapters, in which the first and third chapters have two (2) lessons each, while the second chapter has four (4) lessons for a total of eight (8) lessons to cover all the suggested topics to be discussed in class, given the target learning outcomes of the course. The first chapter is an introduction to Assessment in Learning 2. This chapter, which introduces all the foundations in this second course on assessment, has two (2) lessons. The first lesson focuses on the basic concepts, theories, and principles in assessing learning using alternative methods. The second lesson is on the learning targets for performance and product-oriented assessment, which will enable teachers to understand the targets and methods considered nontraditional in their approach to assessing learning. The second chapter focuses on the alternative ways in assessing learning. This chapter has four (4) lessons. The first lesson is on performance assessment, which could enable teachers to understand what performance assessment is, its characteristics, guidelines, and conduct for its administration. The second lesson is on affective assessment, which explains the whys and whats in assessing affective learning including the tools used for assessment. The third lesson is on portfolio assessment, which provides the necessary input to understand the whys, whats, and hows in assessing learning through students’ portfolios. The fourth lesson is on the process in developing and using rubrics for nontraditional assessment, which explains the types of rubrics, their characteristics, use, and how they are developed. The third chapter focuses on the analysis and reporting of assessment data using alternative methods. Just like the first chapter, this chapter has also two (2) lessons. The first lesson is about the organization and analysis of assessment data from alternative methods, which could provide teachers the skills in quantifying data obtained from rubrics, scales, and portfolios and how they are organized vion and use to improve teaching and learning. The last lesson eta Herat communication and reporting of assessment data from alternative methods, which will enable teachers to gain some techniques an ! ethical considerations in communicating assessment data from nontraditional methods to pre-service teachers, parents, and other relevant stakeholders. The worktext has been designed to have the following features: 1. Outcome-based. The principles of outcome-based education in Spady and Uy (2014, p.8), such as clarity of focus, design down, high expectations, and expanded opportunity have guided the design of the worktext. In this worktext, clarity of focus means that the desired outcome of every big idea or topic covered by the course has been made clear at the beginning of the course and in every lesson. This idea or topic has been drawn from the Policies, Standards, and Guidelines (PSGs) set by the Commission on Higher Education (CHED) for the pre-service teacher education programs, the Philippine Professional Standards for Teachers (PPST), and the Philippine Qualifications Framework (PQF). High expectations refers to the articulation of the quality indicators for one to be considered successful in attaining the desired outcome. Design down requires articulation of the desired outcome of the topic, its culminating performance task, and its alignment to instructional activities. Expanded opportunity requires pre-service teachers to be provided with opportunities to improve their performance, even after evaluation, as they see the value of their learning to their future endeavor as professional beginning teachers. 2. PSGs-aligned. Alignment of the’ worktext to the PSGs defined by CHED has been made evident in its title and the statement of course outcomes. 3. Standards-based, The PPSTwasalsotargetedas anotherreferencein defining the program outcomes and the quality of performance of the culminating tasks set, where pre-service teachers are expected to demonstrate the desired learning outcomes of every lesson. 21st Century Skills and Strategies-focused. In addition to the integration of technology in assessing learning, the 21st century skills are targeted in the design of the different learning activities of each lesson. The learning and innovation skills that are targeted are those defined by the Partnership for the 21st Century Learning (2018), namely: collaboration, communication, critical thinking and problem solving, and creative thinking and innovation. \ Whole-Child Sensitive. The worktext will address the whole-child tenets where pre-service teachers will be developed holistically toward meeting the standards for a professional beginning teacher in a learning environment, which the Association for Supervision and Curriculum Deve lopment (2018) defines as a place where the could be healthy Sale y althy, safe, engaged, supported, viEach lesson in Framework, where e: U ————_—__. Understand the worktext has be een designed to foll ach letter has thet ‘signed to follow the UPDATERS lowing meaning and features: ‘ IS Part, the pre-service teachers are made to understand the Desired Learning Outcome/s (DLO) targeted when learni i learning the big topic. This statement of DLO is expected to be realized through the performance of a Culminating Performance Task (CPT), which is presented at the start of the lesson, together with its success indicators, to make the pre-service teachers conscious of where they are heading as they go through each Part of the lesson leading to the attainment of the DLO. Prepare Develop In this part, the pre-service teachers engage themselves in a flipped-classroom environment where they prepare by exploring in advance the important ideas, concepts, theories, Principles, laws, etc., of the lesson through different acquisition strategies. These strategies could include reading available materials provided in the worktext and other support materials that could be taken from the Internet, whether audio, video, or text. The tasks provided to acquire ideas could be accomplished at home or anywhere outside the classroom to be ready for discussion, analysis, and evaluation, when the pre-service teachers meet the course facilitator inside the traditional residential or virtual classroom. In this part, the pre-service teachers are engaged by the course facilitator toward meaning-making strategies for them to reflect and make sense out of the information acquired about the big topic. The course facilitator poses a series of questions that could help the pre-service teachers draw important concepts, principles, processes, and theories for discussions. Questions during discussions vary from simple to complex. Examples and authentic situations are cited to illustrate the theories, principles, and concepts presented. Toward the end of this event, pre-service teachers create graphic organizer to synthesize learnings gained from the acquisition (thru Prepare) and meaning-making strategies (thru Develop) as a proof of learning. villest Apply Transfer In this part, the pre-service teachers are provided with opportunities to master the skills needed in performing the CPT under the supervision or guidance of the course facilitator. They are expected to demonstrate the skills or produce evidence of understanding of the learned concepts, principles, and theories through varied activities that could show their ability to apply learning. The course facilitator is expected to closely monitor pre-service teachers’ performance and provide suggestions and needed demonstrations to achieve the target outcomes, In this part, the pre-service teachers are provided with different transfer strategies to put into one's context the acquired information and skills in the performance of the authentic CPT, either individually or in group, and independent of the teacher. The course facilitator guides the pre-service teachers by giving clear instructions on how to proceed to performing the task embedded in realistic situations, scenarios, a job, or the real world, where the pre-service teachers are expected to perform their role for the profession they are being trained. Evaluate In this part, the pre-service teachers are provided with written assessment and time to produce evidence of their attainment of the DLO. A series of assessment tasks will be given to the pre-service teachers to capture varied learning targets that could manifest attainment of the DLO. These targets include knowledge, reasoning, skills, and products of learning, which will be measured through: (a) multiple- choice items parallel to those given by the Board Licensure Examination for Professional Teachers (BLEPT) and (b) a rubric that will reflect the self, peer, or teacher rating to the CPT performed. viii Reflect In this part, the student examines all outputs produced and would have a self-gauge of attainment of DLO. The student would be given opportunity to write a reflective journal, log, or diary that could capture thoughts, emotions, attitudes, or critiques developed in the course of performing the series of learning activities provided by the course facilitator. The reflective outputs will be part of the course portfolio. The pre-service teachers will also do self-assessment or self- rating of the extent of attainment of the DLO with reference to the success indicators set at the beginning of the lesson. The rating will be in pencil form to mean that the rating is moors as more opportunities will be provided to raise the level of attainment of the targeted DLO.Sustaii i i s in In this part, the pre-service teachers’ interest to the lesson will be the sustained through the performance of a task from varied choices to further refine and strengthen the knowledge, skills, attitudes, and values developed. Provision for reinforcement and enhancement activities are encouraged to allow pre-service teachers to row more and expand their horizon. Thus, they become More mature, productive, and responsible members of the community who could sustain life’s challenges. Every lesson has the Educator's Input where an educator or an expert practitioner shares practices and views about the topic discussed to give more input and concrete examples of the application of lesson ideas in the classroom. Other instructional support to the pre-service teachers will also be given to ensure attainment of the desired learning outcomes. Finally, the lesson ends with an assessment of the quality of the best evidence that the student has identified to show attainment of the DLO, which forms part of the course portfolio that s/he is gradually developing for exhibit toward the end of the course. These outputs for portfolio assessment will be judged using the 5Cs drawn from the P21 Framework: communication, critical thinking and problem solving, and creative thinking and innovation, PLUS content where these competencies are expected to be developed. At the end of all the lessons, the worktext will have a summative test using multiple-choice and open-ended test formats designed based on the Structure of Observed Learning Outcomes (SOLO) Framework. Rubrics for the pre- service teachers’ reflective journals and course ePortfolio will also be provided, highlighting the measures of success for the attainment of the desired learning outcomes drawn from the PPST, PSGs, and other relevant sources, particularly the competency standards on assessment that every teacher is expected to fulfill. It is hoped that the features of this worktext will make your learning of the second assessment course, that is, Assessment in Learning 2, meaningful, engaging, and challenging. Your learning in this course will be a good foundation to make you equipped with the assessment skills that every teacher should possess to perform effectively and efficiently his or her role as assessor of students’ learning. MARILYN UBINA-BALAGTAS Author-CoordinatorCOURSE MAP ENTS eee CL cd * Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods + Learning Targets for Performance and Product-Oriented Assessment + Performance Assessment + Affective Assessment * Portfolio Assessment + Process in Developing and Using Rubrics for Alternative Assessment + Organization and Analysis. of Assessment Data from Alternative Methods + Communication and Reporting of Assessment Data from Alternative MethodsCourse Description (PSG) Program Outcomes and Performance Indicators (PSG Mandated) challenged. Suggested Course Syllabus Assessment in Learning 2 This is a three-unit course that focuses on the Principles, development, and utilization of alternative forms of assessment in measuring authentic learning. It emphasizes on how to assess process- and product-oriented learning outcomes as well as affective learning. Students will experience how to develop rubrics for performance- and product-based assessment through learning opportunities that will allow them to (a) meet the program outcomes and standards of a beginning teacher; (b) develop the 21st century skills of collaboration, communication, critical thinking and problem solving, and creative thinking; and (c) be healthy, safe, engaged, supported, and The course aims for the pre-service teachers in pre- elementary, elementary, and secondary schools to demonstrate a variety of thinking skills in planning, developing, and utilizing appropriate assessment and evaluation tools to measure and report learning processes and outcomes. The success of the pre- service teachers in learning this course through this worktext is gauged by the following performance indicators: 1, design authentic assessment and alternative assessment tools; 2. _ interpret assessment results and use these to improve teaching and learning; 3, keep accurate and updated records of the learners’ performance using technology tools where feasible and appropriate; and 4. provide timely feedback of assessment results to parents and other stakeholders. xiPQF The course should produce education graduates meet the Outcomes for | following outcomes of a bachelor's level defined in the Level 6 Philippine Qualifications Framework (2012). a, Knowledge, Skills, and Values, Graduates at this level will have a broad and coherent knowledge and skills in their field of study for professional work and lifelong learning. b. Application, Graduates at this level will have application in professional work in a broad range of discipline and/ or further study, Cc. Degree of Independence, Graduates at this level will work independently or in teams related to the field. |__ Program As defined in the PSGs for BECEd, BEEd, and BSEd, the Outcomes teacher education programs should enable the pre-service (PSG) teachers to: 1, articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor); 2. effectively communicate in English and Filipino, both orally and in writing; 3. work effectively and collaboratively with a substantial degree of independence in multidisciplinary and multicultural teams. (PQF level 6 descriptor); and 4. actin recognition of professional, social, and ethical responsibility to preserve and promote “Filipino historical and cultural heritage” (based on RA 7722). Philippine The course aims to help the pre-service teachers meet the Professional | standards for a professional beginning teacher defined Standards for | in Domain 5: Assessment and Reporting of the Philippine Teachers Professional Standards for Teachers (PPST). (Career Stage | Domain 5 relates to processes associated with a variety 1 - Beginning | of assessment tools and strategies used by teachers Teachers) in monitoring, evaluating, documenting, and reporting learners’ needs, progress, and achievement. This Domain concerns the use of assessment data in a variety of ways, to inform and enhance the teaching and learning process and programs. It concerns teachers providing learners with the necessary feedback about learning outcomes, This feedback informs thereporting cycle and enables teachers to select, organize, and use sound assessment processes. The following are the strands and indicators on assessment in this domain. xiDesign, selection, organization, and utilization Of assessment strategies - Demonstrate knowledge of the design, selection, Organization, and use of diagnostic, formative, and Summative assessment strategies consistent with Curriculum requirements. 5.2 Monitoring and evaluation of learner progress ‘and achievement 5.2.1 Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data. 5.3 Feedback to improve learning 5.3.1 Demonstrate knowledge of providing timely, accurate, and constructive feedback to improve learner performance. 5.4 Communication of learner needs, progress, and achievement to key stakeholders 5.4.1 Demonstrate familiarity with a range of strategies for communicating learner needs, progress, and achievement. 5.5 Use of assessment data to enhance teaching and learning practices and programs i 5.5.1 Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs. Course The pre-service teachers trained to be professional al Desired beginning teachers should be able to show knowledge, Learning skills, and desirable attitudes and values in developing and Outcome using high quality written tests in gathering, analyzing, (Final Desired | interpreting, communicating, and reporting assessment Outcome) data to improve teaching and learning. Desired Learning Assarmentd Topic Learning Activities Evidence Outcome 1. Course Demonstrate _ | Setting of Statement Introduction understanding | Expectations by | of Desired of the Course Desired Learning Outcomes and the evidence for their attainment the Pre-service | Learning Teachers Outcomes and Course Facilitator xiiiCHAPTER I: INTRODUCTION TO ASSESSMENT IN LEARNING 2 | Topic No. of & Sang Learning Assessment Hours! outcome Activities Evidence || 2. Basic 4.5 |+ Define and + Flipped * Situations Concepts, explain the Approach showing Theories, alternative (home-based applications and assessment | reading of of the Principles in and related the text and principles Assessing concepts. suggested + Reflective Learning + Demonstrate supplementary Journals Using Non an materials then traditional understanding} discussions in Methods of the class) different + Interactive principles Discussions in assessing | + Actual planning learning using | of situations alternative applying the methods. principles in assessing learning 3. Learning 4.5 |+ Formulate + Flipped + Formulated Targets for learning Approach learning Performance targets (home-based targets and Product- that canbe | reading of Oriented assessed the text and Assessment through suggested * Reflective performance | supplementary | Journals and product- | materials then oriented discussions in assessment. class) * Create an * Interactive assessment Discussions ae using | « Actual planning pant hd 7 of learning targets assessment. xivCHAPTER II: ALTERNATIVE WAYS IN ASSESSING LEARNING . Desir Topic No.of Lestat Learning Assessment Outcome Activities Evidence . Perf 5 Arana t[ > identity * Flipped *Planfor ‘| esign Approach Performance- appropriate (home-based based Performance reading of Assessment assessment the text and tools for suggested i intended supplementary |* Reflective student materials then | . Journals learning discussions in outcomes class) + Interactive Discussions * Actual planning of performance- based assessment 5. Affective 4.5 | Develop an + Flipped + Affective Assessment assessment Approach Instrument tool to (home-based Developed measure reading of affective the text and . outcomes of suggested + Reflective learning supplementary Journals materials then discussions in class) + Interactive Discussions + Actual planning of affective L_ scale xvTopic 6. Portfolio Assessment . Process in Developing and Using Rubrics for Non traditional Assessment Develop a plan poet Learning shade Activities Outcome + Flipped in assessing Approach students’ (home-based learning using reading of portfolio the text and assessment suggested supplementary materials then discussions in class) Interactive Discussions Actual planning of portfolio assessment Develop Flipped sound and Approach appropriate (home-based rubrics reading of to assess the text and students’ suggested performance | supplementary and outputs materials then sxittully discussions in use rubrics | ¢la5s) toassess | « Interactive students’ Discussions ee + Actual planning ene UPUL of rubrics + Reflective Journals * Rubric developed Assessment Evidence * Portfolio Plan a —— aed inmataiatatti iCHAPTER III: ANALYSIS AND REPORTING OF DATA FROM NONTRADITIONAL METHODS ' | Py factors, and characteristics to be assessed using alternative methods xvii | Topic No. of piace Learning | Assessment Hours 0 ing, Activities Evidence jlutcome , Organization | 6 Tr Use + Flipped > Analyzed and Analysis quantitative Approach and of Assessment analysis to (home-based | organized Data from report the reading of data from Nontraditional results of the text and alternative Methods alternative suggested methods of methods of supplementary] assessment assessment materials then + Present and discussions in summarize clags) results of + Interactive alternative Discussions methods of |. actual assessment analysis of to make them data from useful for alternative learners methods of * Create a set assessment of criteria,Cre ic Concepts, Theories, and Principles in Assessing Learning Using PVM ele) Suggested Timefram What is assessment for learning using nontraditional methods? UNDERSTAND ., Desired Significant Learning Outcomes: In this lesson, you are expected to: + 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. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to prepare an assessment plan to show understanding of the concepts and principles in assessing learning using alternative methods of assessment. You’ are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: ‘ Performance Tasks Success Indicators Develop a matrix of the difference between the traditional and alternative assessment of learning Explain alternative assessment in terms of the matrix developed. Propose a plan or strategy for assessing student learning based on the core principles in assessing learning using alternative methods of assessment Plan assessment practices that apply the principles in assessing learning using alternative assessment methods Prerequisite of This Lesson As this is the first lesson, there is no prerequisite lesson that you need to have read and understood. However, an adequate understanding of lessons learned in your Assessment in Learning 1 course may help you understand and appreciate- instruction or the learning activities in tl this lesson better. It is su; opportunity. 'BBested that you go back to these lessons if there is an PREPARE To be able i ie'Vou need rane teen describe what alternative assessment for learning Scrat Serre pty of the difference between the traditional and sino applythe pana ie learning and document the experiences of teachers aaa ee Ss in assessing learning using alternative methods. To be ceneeaetane "yo need to read the following information about the basic pt nd principles in assessing learning using nontraditional methods. You are expected to read this information before the discussion, analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. If the information provided in this worktext is not enough, you can look up more information that you can access on the Internet. 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 he 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 (eg. 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 t assessment tasks or activities that refrain i to design and implement t f fan ine Paational paper-and-pencil tests, which typically assess cognitivelearning outcomes and thus have right or wrong See The following are features of alternative assessment (Silvestre-Tipay 2009, p- a Assessment is based on authentic tasks that demonstrate learners’ ability to i icati Is; accomplish communication goals; : Instructor and learners focus on communication, not on right and wrong t. 2 answers; a 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 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-penciltests, 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 the 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 a portfolio allows students to document and ig learning are assessment of non- igh performance rubrics (for psychomotor checklists | (for affective or dispositional les may also provide Opportunities for using outcomes) and rating scales and outcomes). The use of rubrics and scalself-assessment ani assessment of stu as assessment, which allow for a more comprehensive 5 Sarning and performance in the classroom. are What are the different models of alternative assessment? The three most ¢ () Emergent Assessment, Open Models of nontraditional assessment are: Emergent atecs Y evelopmental Assessment, and (3) Authentic Assessment. model (1967). In this eee reese on Michael Scriven's goal free evaluation of instruction on students assessment focuses on determining the “effects” intended and unintendca ate emphasis is on the assessment of both the effects or learning outcomes. Hence, assessment is not limited to collecting information if the i ni rr ‘omes defined were i 7 d Reet the intended learning outc r ee Importance i i positive or negative, iP to unintended learning outcomes whether Emergent assessment exami : : " imines how and i instruction are doing to addr: what the educational program and : | ess the needs of students. The assessor should have no preconceived notions or biases regarding learning outcomes or instructional goals. With this model, assessment is More qualitative and the assessor uses multiple methods to-record all data accurately and determine their importance and quality. Hence, Categories emerge from the observations of the assessor. 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 a 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 based on students’ development rather than a final product. Assessors should have adequate knowledge of how a skill or attribute develops so appropriate assessment strategies and tools can be designed. Authentic assessment is the most popular model for alternative assessment. Itis an approach in the assessment of student learning that refers to the use of assessment strategies or tools that allaWw learners to.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 terms of degree and not in terms of the presence or absence of authenticity. Hence, an assessment can be more authentic or less authentic compared to other assessments. The most authentic assessments are the ones that allow performances that mbst 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... i 4. 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; . 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, peers, self) and per: assessed; and 7. allow for self-evaluation and self-correction as they proceed. ‘son What are the different principles in assessing learning using alternative methods? There are many principles in the assessment of learning 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. While 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, 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-ordi and higher-order cognitive outcomes in ways that are more authentic. J 3. Assessment can include a measure of noncognitive learning outcomes. Traditional assessment focuses on knowledge and other cognitive learning Noncognitive learning outcomes it of student learning.a SE 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. 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. Nontraditional 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. © DEVELOP 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? How similar or different is traditional assessment from alternative assessment? 2 3. Give three models of alternative or nontraditional assessment. 4. Give three criteria for an assessment task or activity to be considered as authentic. 1 ; : 5. Give and explain three principles in assessing learning using alternative methods. : ; To know if, you have acquired the needed information about the basic concepts. and principles in alternative assessment, use the table provided to develop a matrix ofthe difference between traditional assessment and alternative assessment of learning. Everyone will share and discuss in the class the matrix they have developed.ee ae ee ee en eet ee eee ble 1.1. Key Differences Between Traditional Assessment aes and Alternative Assessment Alternative Assessmen Traditional Assessment rea i Sit Use of traditional Aggess: gher — Pere assessment strategies order faking or tools to provide alte information on student learning eS 5 | y Tools Paper-and-penciltests | Audet portfolio | Knowledge Gnplex Thaking Focus Outcome-oriented | forformmnce Pd Asner | Teacher or External Gn and Can dp | Orientation Assessor Q APPLY Based on the e lessons on the basic concepts and principles in assessing learning using nontraditional or alternative methods, select three core Principles in assessing learning and explain them in relation to your experience with a previous or current teacher in one of your courses/subjects. Example: Principle Illustration of Practice 7 1. Assessment In our practicum course, we were asked to prepare should reflect | a lesson plan then to execute the plan in front of the real-life or real- | students with my critic teacher around to evaluate my world contexts. | performance. The actual planning of the lesson and its execution in front of the class and the critic teacher are authentic ways of assessing my ability to design and deliver instruction rather than being assessed through demonstration in front of my classmates in the classroom. Given the example above, continue the identification of illustrations of assessment practices guided by the principles discussed in the class. In a clean sheet of paper, identify three core principles we discussed in the class. Then describe how a current or previous teacher demonstrated in practice the principle you selected and discussed. Share your insights on how your, teacher's assessment practices allowed you to improve your learning.Principle 1. Asgecoment chould be aligned with geal.c and obyeckivec Illustration of Practice ering can be maximiaed and Ing needc lave been met’ rf chudents Ot enrying +p learn 2. pscescmens: chould Gide Wncruction and hoete leaning the process of getting “formation ooout sihab and hs the? ie ee 3. Ascessment. he " Ewan lps us [Airc the anercmert cycle Hathetpe aarinudtly ‘im prove tre 4each faring process ondusefal 4 9 TRANSFER Prepare a plan on how you will conduct assessment based on the core principles we learned. Refer to the K to 12 Curriculum to identify the competencies targeted by instruction and how you intend to assess your future students following the principles in assessing learning using alternative methods. Use the matrix provided to write your ideas on how you should design and conduct assessment of student learning based on the core principles. Principle Plan in Applying the Principles in Your Classroom Assessment Ae concerned with athe ocwal WOK, performance rodter than the output or produck of an aca - Assessment is both process- and product-oriented.er oink, Tekan are ne peely +” prouie osioal ning skills Assessment should focus on high order cognitive outcomes. ‘Assesssment can include measure of te assess noncognitive learning outcomes. howell children can Te% and write CNIS “Wa [sree reflect real-life or [t0 carey out a a ed King RIf-repere peat Aces eet ects the natwe of Such real-world contexts. hee MeSEy aman eal asks Wah muttigle —SPlutiong . 5 ao = Tare ‘Assessment must be comprehensive [Liris g!¥@S opportainrty to edhe and holistic. any Coreerng youmoy Fave celating 4 your ilrece and SfiFdual potensiale tshouldlead to student | Enables “itructios Ist» meagure- tenn ceffectiwtegs fate xehing : Tinking student, pee bn cpeoe Keacning obj ecHiNe “and tH can alco help fo _mobvate stadertte - @ EVALUATE Part 1. Evaluate the assessment plan matrix that you have developed by using the following checklist: Yes No Item Criteria =< 1 ' understood what each of the principles means. ae 2 | was able to provide an answer (plan or strategy in assessment) in each of the principles given. 3 ' was able to make a plan or strategy for assessment that correctly matches and addresses each principle.the best answer, 1 3. 'was able to answer the matrix by applying what | have learned about the basic concepts in alternative assessment. 'was able to answer the matrix by applying what 'have learned about the principles in assessment of learning using nontraditional methods. Part 2. For each item, circle the option that corresponds to what you think is Which of the following is NOT TRUE about alternative assessment? A. Provides learners Opportunities to assess themselves and their peers. B. Is less authentic compared with traditional assessment C. Involves collection of information on student learning © _ Does not focus on right and wrong answers Which of the following statements about traditional assessment is NOT TRUE? A. Its tasks are more difficult to design. B. ~ Is associated with the use of paper-and-pencil tests © Allows assessment of higher-order cognitive outcomes D. Is less authentic compared with alternative assessment Which model of alternative assessment is said to be useful for assessing learning outcomes based on students’ development rather than a final product or output? A. Authentic assessment ® Developmental assessment C. Emergent assessment D. Performance assessment Which of the following assessment tasks is the LEAST AUTHENTIC? A. Answering a multiple-choice test B. Performing in a field demonstration C. Preparing. research proposal Participating in a musical concert Feachers should also rate each student contribution in the creation of their group project. This statement is most reflective of which principle of assessment? ® ‘Assessment should focus on higher-order cognitive outcomes. B. Assessment is both process- and product-oriented. C. Assessment must be comprehensive and holistic. D. Assessment should lead to student learning.@ REFLECT : Examine the assessment plan you have developed. Are you satisfied with it? i ir 2 Is there something you want to change or improve in the assessment plan? Why? : Which among the principles did you find easy to illustrate in the way you planned your assessment ? Why? Which among the principles did you find difficult to illustrate in the way you planned your assessment? Why? : : How did the activity help you understand assessment of learning using alternative methods? @ SUSTAIN of learning and its principles. Indicators Great Moderate | Not at All Extent Extent | can define alternative assessment. | can explain what assessment of learning is using alternative methods means. can compare and contrast traditional assessment and alternative assessment. | can enumerate the criteria in determining if an assessment task | can explain what performance assessment means. I can define what a portfolio is. I can explain what each of the principles of assessment using alternative methods means. aisaail Ear se eed or activity is authentic or not. “| | { Evaluate the extent of your knowledge and understanding about assessmentI can give examples of assessment tasks or Activities the core princi learning usin, methods, ples of assessing ig alternative that conform with one or more of 9, |cangive examples of assessment tasks or activities that do not conform with one or more of the core principles of assessi using alternative methods. ing learning 10. | understand what it means to have good assessment practices in the classroom. Based on your self-assessment and teacher feedback, choose the following tasks to help you enhance your knowledge and understanding of the basic concepts and principles in assessment of learning using alternative methods. Level Very Good Help or mentor classmates who are having difficulty in explaining the basic concepts in alternative assessment. Possible Tasks Read references on other principles in assessment of learning using alternative methods. Good understand. ‘Ask your teacher to provide more examples or illustrations of concepts or principles that you need to further [uncer Read references on other principles in assessment of learning using alternative methods. Needs Improvement classmates. Examine the concepts or principles that you need to understand better and ask assistance from teacher and Read references on other principles in assessment of learning using alternative methods. BEducator's Input : Acollege and senior high school teacher froma private school in Metro Manila has been interviewed about her practices in alternative methods of assessment in the classroom. She shared: “| always believe that assessment should be meaningful to my students in the same way that my instruction and learning activities should be meaningful for them. If we use assessment tasks that are more relevant and interesting for the students, they will find lessons and classroom activities more meaningful. This will make them more accepting of the assessment activities that we give them. They will look at assessment tasks as.not just something that they need to do in order to earn a grade, but something that is meaningful and something that they can enjoy. | want my students to look forward to our future assessment activities. That is why it is important that | use both traditional methods of assessment like tests, and less traditional ones like performance tasks or demonstrations. And like what | shared previously, | also ask my students to do collaborative projects where they practice peer evaluation after doing the task as teamwork is usually one of my criteria for evaluation.” The sharing of the teacher suggests that she understands the nature of alternative assessment and that she appreciates the need to combine traditional and nontraditional methods of assessing learning. She provided evidence that she practices certain principles of assessment like being authentic and holistic. It is authentic when the teacher saw to it that her assessment practice is meaningful to her students and that the tasks are interesting and relevant to the learners and that they could be applied outside the classroom. It is holistic because she provides varied assessment tasks or activities that provide her information about her students’ learning. All teachers should have an adequate understanding of the basic concepts in assessment of learning using nontraditional methods to complement what they know about more traditional methods of assessment. Understanding the principles in assessing learning in relation to nontraditional assessment is also important so they will be informed and competent in their classroom assessment practices. Other Support Materials Available For this lesson, there are other materials that are made available for the course professor. These include the following: 1. Aready-made PowerPoint Presentation on Basic Concepts and Principles in Assessing Learning Using Alternative Methods : 2. Other readings on alternative assessmentms: Choose one inthe 21st century learni thinking, Communication, col What output/s in this lesson shows you are very good in the following: 1, Content (the output reflects understanding of the topic discussed) 2 trian () output in this lesson that can best show your ability — Ng and innovation skills: critical thinking, creative a llaboration, and knowledge of your content (5Cs). Chosen Output Example: Because it reflects the Constructed Table | framework of the test, Of Specifications | whichis the Revised Bloom's Taxonomy where the six cognitive processes are given as well as the four dimensions of knowledge. 2. Critical Thinking (the output reflects ability to 3. Creative Thinking (the output reflects ability to create new ideas) 4, Communication (the output reflects ability to express one’s ideas in words or actions) 5. Collaboration (the output reflects ability to critique/evaluate/solve : problems) work well with others) 15err ; ; pent Be eee Colla and Product-Oriented PNT Suggested Timeframe: 4,5 fours 2 What are the learning targets for alternative methods of assessment? @ UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: * formulate learning targets that can be assessed through performance and product-oriented assessment and * create an assessment plan using alternative methods of assessment. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in i ii i end of instruction through an assessment plan on student learning. You are considered successful in achieving this outcome if you have satisfied at least the following indicators of success: Performance Tasks Indicators of Success Describe the different types of Given a specific type of learning learning targets that are best suited | target, one should be able to describe for alternative assessment its meaning and use. Formulate learning targets for Using the competencies in the K to specific lessons. 12 Curriculum, one should be able to formulate learning targets for their corresponding lessons. Develop an assessment plan where —_| Given the competencies targeted for appropriate alternative assessment _| instruction, one should be able to methods are matched with specific develop an assessment plan where learning targets appropriate alternative assessment methods are used to assess learning targets.prerequisite of This Lesson To be able i understood ene he intended outcomes ofthis lesson, you should have jearning using alternative Septs, theories, and principles in assessing student are able to remember your noes (See Lesson 1). It is also Important that you and appropriate assessm, Nowledge of assessment purposes, learning targets, ent methods from Lesson 2 of Assessment of Learning 1. If those were not clear to you, ther ’ , then this that you review these lessons lesson will not be easy for you, too. | suggest ® PREPARE To be able to success; fully prepare an asse lan using alternative methods based on learnin y prep ssment pl 1g t lear 1g targets, you need to read the following information about learning targets for performance and product-oriented assessment. You are expected to read this before discussion, analysis, and evaluation when you meet the teacher face-to-face in your classroom: 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, The most popular taxonomy of educational objectives is Bloom's Taxonomy of Educational Objectives. Bloom's Taxonomy consists of three domains: cognitive, affective, and psychomotor. These three domains correspond to the three types of goals that teachers want to assess: knowledge-based goals (cognitive), skills-based goals (psychomotor), and affective goals (affective). Hence, there are three taxonomies that can be used by teachers depending on the goals. Each taxonomy consists of different levels of expertise with varying degree of complexity. The succeeding sections describe the taxonomies for the psychomotor and affective domain. Bloom's Taxonomy of Educational Objectives in the Affective Domain describes five levels of expertise: receiving, responding, valuing, organization, and characterization by a value or value complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed further in Lesson 4 on assessment of affective learning. Table 2.1. Taxonomy of Educational Objectives in the Affective Domain Ps Illustrative Sample Level Description verbs __ | __ Objective Receiving Awareness or asks, chooses, Listens attentively passive attention to | holds, identifies, | to the instruction a phenomenon or listens of the teacher stimulusParticipates i n answers, Responding | edvesporse” | comples, | actvelyin the toa particular participates, baat Pp phenomenon or practices, discussi stimulus writes Valuing Attaching value completes, ene ie or worth toa demonstrates, | beliefin the '| phenomenon or differentiates, of the election object. Valuing explains, process may range from justifies acceptance to commitment Organization Organizing values adheres, Defends the into priorities by defends, importance comparing, relating, | integrates, of graduate and synthesizing organizes, education in specific values synthesizes the career of a teacher Internalizing Having a personal acts, displays, Displays values/ value system that is | influences, commitment characterization | nowa characteristic | solves, to helping by a value or of the learner verifies | economically value complex disadvantaged students In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not propose levels unlike in the cognitive and affective domains. However, other scholars like Elizabeth Simpson (1972) built a'taxonomy for the psychomotor domain from the work of Bloom. In Simpson's Taxonomy Educational Objectives in the Psychomotor Domain, seven levels of expertise are described: perception, set, guided response, mechanism, complex overt response, adaptation, and Organizing. Table 2.2 provides an elaboration of this taxonomy. Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain Description Illustrative Sample Verbs Objective Perception The ability to use adjusts, Detects non- sensory cues to guide describes, verbal cues motor activity detects, from the identifies, participants selectsel set qT ——————_--—-——_ | ae emote Usa begins, Shows — Predispose « sets that displays, knows, | motivation to response to ane 'S recognizes, learn a new skill Situation; oe shows, = states Guided D Response orien oe copies, Performs the : Buided pract ned performs, mathematical imitation cae, ike follows, reacts, | operation era trial and responds by following E the steps demonstrated by the teacher Mechanism | Learned responses assembles, Plays the guitar have become habitual dismantles, and movements can be fixes, Performed with some manipulates, degree of confidence plays and Proficiency = Complex Performance of motor _ | assembles, Demonstrates Overt acts that involve dismantles, one's expertise Response complex fixes, in playing the Movement patterns manipulates, guitar in a quick, accurate, organizes and highly coordinated | (similar with manner. Characterized Mechanisms by automatic but performed performance and inamore performance without —_| accurate, more hesitation coordinated, and quicker way) Adaptation | Psychomotor skills are | adapts, alters, | Modifies the =| well developed and the | modifies, dance steps person rearranges, to suit the can modify movement varies abilities of one’s patterns to fit special groupmates requirementsOrigination Creating new movement arranges, endo a patterns to fit a builds, . | step: = particular situation combines, eae 'y or specific problem. creates, i ba s Learning designs classic dai outcomes emphasize creativity based upon highly developed skills. 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, 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. Learning Targets As previously learned from Assessment in Learning 1, a 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. 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 “| can...” For example, “I can differentiate between traditional methods and alternative methods of assessment". The purpose of learning targets is to effectively inform studen should be able to do or demonstrate as evidence of their learn pecify both the content and criteria of specific learning targets formulated, ay asSessment can be designed. its of what they ing. Therefore, . r learning. With propriate classroom instruction and The most common typology of learnin; skill, product, and affect (also known as disp types of learning targets, ig targets are knowledge, reasoning, osition). Table 2.3 summarizes these 20Tabi ae le 2.3. Description and Sample Learning Targets tion and sample Lear Type of Learning Targets Knowledge targets Description Refers to factual, conceptual, and Procedural information that students must learn in a subject or Sample ' can discuss the research design that | used for my thesis. involves application of knowledge in problem- solving, decision- making, and other tasks that require mental skills. fs content area. Reasoning targets Knowledge-based I can justify my choice thought processes that | of Analysis of Variance students must learn. It | (ANOVA) as my statistical analysis for my thesis research. Skills targets L Product targets Affective targets Use of knowledge and or reasoning to perform or demonstrate physical skills, Use of knowledge, reasoning, and skills in creating a concrete or tangible product. Refers to affective characteristics that students can develop and demonstrate because of instruction. | can perform Analysis of Variance (ANOVA) on research data using the software SPSS. I can write the results and discussion section of a thesis manuscript. | can appreciate the role of a thesis adviser in the completion of a thesis research, What are the appropriate alternative methods of assessment for learning targets? oS - a 4 i types of learning targets (knowledge, reasoning, skill, product, and eas banegesanee by the use of alternative methods of assessment, three Snes Sricinine targets can be best assessed using alternative assessments. These are skills, products, and affect. < ‘sit care ; iggil |. (2006) defined skills type of learning targets as one’s use o sicsee an oil to act skillfully. In other words, skills refer to learning 21Pee ec of targets that require the development and demonstration of pone or physical task. To able to demonstrate skills or act skillfully, students must mabe to possess the knowledge and reasoning ability related or relevant to the skills to. be demonstrated. : On the other hand, Stiggins et al. (2006) described product learning targets as 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 high-quality product or output. Students are expected to create products that have certain core attributes that will serve as basis for evaluating its quality. Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students’ attitudes about school and learning. In practice, we look at affect/ disposition to encompass a broad range of noncognitive 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. Table 2.4 provides further examples of learning targets for skilis, products, and affect across different subject areas: Table 2.4. Sample Learning Targets Across Subject Areas Targets Learning Targets English Skills eee | Typology of Learning Participate in conversation with others. Products Write an argumentative essay where arguments are justified by Providing factual or empirical data as support. Affect Enjoy reciting a poem in front of an audience. Physical Skills Dribbles the ball to cross the half- Education court. - Products Create a three-month personal fitness plan. Affect Show determination to complete the physical task. 22ics Skills Measure angles using a protractor. Products, Given the data, construct a histogram with normal curve using SPSS. Affect Demonstrate interest in attending 1 mathematics class. Science Skills Use laboratory equipment properly. t Products Prepare a report about the field observation. Bice Affect Consider the safety of others in the conduct of an experiment. Social Studies Skills Participate in civic discussions on current social issues. Products Create a timeline for the 2017 Marawi Siege. Affect Argue with others ina constructive manner. 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. tn terms of products, a student's knowledge, reasoning, and skills are all required before one can create a meaningful product or output. Obviously, 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. For affect of 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. Table 2.5 presents a simple matrix of the different types of learning targets best assessed through alternative assessment methods. 23“ae ns Targets With Alternative Assessmen verformance. Oriente Matching 6° Note: More checks mean Detter matches ACross the different Nontraditional or alternative methods of teachers can expand the rol sessment, le of assessor to other students (peer a§sessment) and the student themselves (self-assessment). This allows assessmentto become really authentic. There are ternative ‘s up to the teachers to select the method of assessment and design appropriate tasks and activities to measure the identified learning targets. @ DEVELOP Let us check what ideas you have acquired about learning targets for alternative assessment methods in the classroom. 1 What is the difference between educational objectives and learni targets? 2. What are the common typologies of learning targets? 3. Why ts it important that learning targets and assessment tasks/activities are matched? 4, What are the three learning target types that are best assessed through "alternative assessment methods? Why? To know if you have acquired the information you need to learn in this lesson, kindly complete Table 2.6. Table 2.6. Sample Learning Targets (instruction: Complete the table by formulating sample learning targets per type) Type of Learning Targets | Sample Learning Targets __| [Knowiedgetargets Tid [Reasoningtargess OP SSSC~—S [peste fe Affective targetsQ srry Now, check the syllabus of this course and select, any sil \ : y single lesson that ee you. If applicable, select a lesson that should be completed in a day ora eee c ne schedule indicated in the syllabus, Formulate specific learning eee lowledge, reasoning, skills, product, and affective) for the lesson using fable 2.6. Add additional rows whenever applicable (e.g., more than one type of learning targets is identified, more than one learning target is identified). Use additional sheets of paper if necessary. Example: Title of Lesson: Performing descriptive statistics using SPSS Instructional Lesson Type of Sample Learning Objective/Learning Content Learning Targets Outcome Related Targets to the Lesson Content Ican... | At the end of the A. Review of Knowledge | define the different lesson, students Descriptive measures of central should be able to Statistics tendency and demonstrate the variability use of the software SPSS in performing Reasoning . | choose the descriptive descriptive statistics statistics needed to address a specific question B. Steps in Skills show how to obtain Performing mean, median, and Descriptive mode in SPSS and Frequency Analysis in SPSS C. Interpreting Knowledge | explain the meaning SPSS Outputs of the values displayed from in the SPSS table for Descriptive descriptive statistics and Frequency Analysis Affect show interest in analyzing data using SPSS 25Using the example as reference, complete the learning targets task by supplying the required information on the table provided. Title of Lesson: TCRFORMING A ENDURANCE _ACTUMES Table 2.7. Learning Targets Task Instructional | Lesson Content | Type of Sample Learning Objective/ Learning Targets Learning Targets Outcome Related to the Lesson Content Hirtheerd ofbe fatn,| A Cetgeals bagd on | Reasoning ceudentc drould be atSonen Make the 0 aualiny oF YeSUNS Be ene Ia adetife King Nnawledge. | Clete OS scieu pete Gpoekc ard d0\ girdetines Gide Show te bao 4 gm £ - : es c-fegres reweonl Cl | Re p. Reoagnies bares erolsis modifies srewdradaleed UU Level of FUMES, é am be eal and : xh prs Fime to exerase, akeeps tng ederese Ce cgend leding At fective] stow tate 2 7 ach program @ reansrer Now select a specific lesson for a subject area and grade level that you think you should be able to teach and handle when you are already a teacher in a school. Using the DepEd Curriculum Guide for the subject, create an assessment plan for student learning by formulating learning targets that can be best assessed using alternative methods of assessment (you may focus on skills, products, affective, or any combination of these learning targets). Then, propose specific nontraditional assessment tasks or activities to measure the identified learning targets. Use Table 2.8 for this task. 26Table 2.8. Assessment Plan Using Alternative Assessment Methods Subject \IALUES EPUCRTION — 2 Specific Lesson Resyect Learning Outcome/s/ Instructional Objectives 4p know The relationchias PAIK feling of Feust waRty and weilbiing andteactin g how tobe recectful teward ethers Learning Targets ia a ii (KOWLEDGE) “fats econ ot orien to. semeone (SKI SNe arcincere complinerct ‘ ‘ assessment task/ activity? Make alict of people, Youtiink are respectful = eee cea alont respect (REASONING) Assessment Task/ Gouderbs create arvle to Activity (Alternative) reflect om each ofhers rly Why use this 4p provide alearhing ecperiences r tmora\ lesfon +e each one How does this assessment task/activity help you improve your instruction? fo make cure Fhe lescn Wo concrere for the knovledge of Sudents achieve the intended learning outcomes? | How does this to modify the leamers of has does the assessment task/activity breve e lessons help your students Verners ge u . 27@ EVALUATE Part 1. Evaluate the learning targets and assessment tasks and activities that you have developed in your assessment plan by using the following checklist: Yes No be Item 1 = Criteria Iwas able to formulate specific learning targets. The learning targets | made contain information on what the students must know and what they need to:do to demonstrate what they know. The learning targets | made are congruent with at least one learning outcome or instructional objective in the subject. Ji Iwas able to identify alternative assessment task/s or activity/ies that match/es the learning targets. f ! was able to complete the task in the table by applying what | have learned about learning targets and alternative assessment methods. Part 2. For each item, circle the option that corresponds to what you think is the best answer. 1, What level in Bloom's taxonomy of educational objectives in the affective domain refers to having a personal value system? A. Internalizing values B. Organization C. Responding Valuing 2. The learning target “Discuss the dif educational objectives” is an exampl ® knowledge B. Product C. Reasoning D. Skills 28 fference between learning target and le of which type of learning target?