Mt. Carmel College of San Francisco, Inc.

San Francisco, Agusan del Sur

Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

MODULE No. 2
Models of Alternative Assessment
Module Introduction:
In Module 1, we learned about what Alternative Assessment is and is not. You also get to understand the features and practices used
in conducting the said assessment. To recap, the following are the features of Alternative Assessment:
1. assessment is based on authentic tasks that demonstrate learners ability to accomplish communication goals;
2. instructor and learners focus on communication, not on right and wrong answers;
3. learners help to set the criteria for successful completion of communication tasks; and
4. learners have opportunities to assess themselves and their peers.

WEEK 1 DAY 2 LESSON NO. 2

LESSON TITLE Models of Alternative Assessment
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. describe the principles in assessing learning using alternative methods;
OUTCOMES: b. discuss the importance of reflecting real-life or real-world contexts in assessments;
c. explain how alternative assessment in different situations.
TEACHING LEARNING ACTIVITIES
Preliminary Activities:
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic.
Leave the last column blank. (10pts.)
MODELS OF ALTERNATIVE ASSESSMENT
What I KNOW What I WANT TO KNOW What I LEARNED

Processing:
Discussion of Concept No. 1: What are the different models of alternative assessment?
❖ Three Different Models of Alternative Assessment
1. Emergent Assessment - based on Michael Scriven's goal free evaluation model (1967). In this model, the assessment
focuses on determining the effects of instruction on students. The emphasis on the assessment of both the intended and
unintended effects of learning outcomes. Hence, assessment is A limited to collecting information if the intended learning
outcomes defined were met or not, but also gives importance to unintended learning outcomes whether positive or
negative.
- examines how and what the educational program and instruction are doing to address 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.

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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

2. Developmental Assessment - 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 50 appropriate assessment strategies and tools can be designed.
3. Authentic Assessment - most popular model for alternative assessment. It is an approach in the assessment of student
learning that refers to the use of assessment strategies or tools that allow learners to perform or create a product that is
meaningful to the learners as they are based on real-world contexts. The 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 most closely resemble real-world tasks or applications in real-world settings or environments.
The following can be used as criteria in determining if an assessment task or activity is authentic or not (Silvestre-Tipay
2009). The assessment task or activity can:
1. be built around topics or issues of interest to the students;
2. replicate real-world communication contexts and situations;
3. involve multistage tasks and real problems that require creative use of language rather than simple
repetition;
4. require learners to produce a quality product or performance;
5. introduce the students to the evaluation criteria and standards;
6. involve interaction between assessor (instructor, peers, self) and person assessed; and
7. allow for self-evaluation and self-correction as they proceed.
References: Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila, Philippines: Rex Bookstore, Inc.

Discussion of Concept No. 2: What are the different principles in assessing learning using alternative methods?
❖ Principles of Alternative Assessment
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, 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
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 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.
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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

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.
References: Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila, Philippines: Rex Bookstore, Inc.

Formative: K-W-L Chart

Directions: Go back on the KWL Chart that you have filled out in Task 1 in the Preliminary Activities. Fill out the last column and
show what you have learned. (5pts.)
Synthesis: Key Point Summary
Directions: Make a list of bulleted key points of learning from the lesson. Give at least five (5) key points. (10pts.)
ASSESSMENT Directions: Give a brief answer to the questions below.
1. Why is it important for our assessment to reflect real-life or real-world contexts? (10pts.)
2. Do Authentic Assessments vary from one situation to another? How? (5pts.)
ASSIGNMENT Directions: Research and read about the Bloom’s Taxonomy of Educational Objectives for the
psychomotor and affective domain.
RESOURCE/S ▪ Assessment in Learning 2 – Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila,
Philippines: Rex Bookstore, Inc.

Prepared by:

JEDAHLYN ROSE D. BALAD-ON, LPT

Instructress

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