ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM NON-TRADITIONAL

METHODS

In the context of assessment, traditional methods refer to the conventional ways of evaluating
students’ learning, such as written exams, quizzes, and essays. Non-traditional methods, on the
other hand, are more innovative and unconventional approaches to assessment, such as
project-based learning, portfolios, and performance assessments.
Organizing and analyzing assessment data from non-traditional methods can be challenging
due to the diverse nature of these methods. However, some common strategies include
developing rubrics to evaluate student work, using qualitative data analysis techniques such as
coding and thematic analysis, and triangulating data from multiple sources.

A. How do we quantify results from rubrics?

- Rubric is a learning and assessment tool that articulates the performance expectations
for any kind of student work, particularly those that are not traditional in nature, such as
portfolio, outputs, or projects, performances, collaborative work, and research, by listing
criteria, and for each criterion, describing levels of quality.

- In the criterion of rubrics, there are scales representing the degree of performance. This
degree of performance can range from high to low degree of proficiency.

Examples:

- The points depend on the quality of the behavior shown by the learner’s performance.
The reliability of the assigned points can be determined when the scoring of two or more
observers to the same behavior is consistent. The consistency of the rating can be
obtained using:

1. Kendall’s w coefficient of concordance

 Used to test the agreement among raters.
 Example: If a performance task was demonstrated by eight students and there are three
raters, the rubrics will use a scale of 1 to 8 where 8 is the highest and 1 is the lowest.

B. How do we quantify results from scales and checklists?

- Scales could be a measure of non-cognitive dimensions of students’ behavior. When the
items in the scale are answered by the students, the response format quantifies the
 behavior measured by the scale. The types of response format vary depending on the
nature of the behavior measured.

1. Likert Scale.
- Used to measure students’ favorability and unfavorability toward a certain object. The
favorability will depend on the degree of agreement or disagreement to a standpoint.
Example: The teacher is proficient in delivering the lesson.
[ ] Strongly agree [ ] Agree [ ] Disagree [ ] Strongly disagree
***To quantify the scales, a numerical score can be assigned to each of the responses. For
example, 4 for strongly agree, 3 for agree, 2 for disagree, and 1 for strongly disagree. To get the
total score for the overall scale, points for each item can be summated. The total score is a
representation of the over-all trait being measured. Usually, high scores in a Likert scale
represent favorable attitude and low scores represent unfavorable attitude.
The same process is applied in quantifying verbal frequency scale, linear scale, and semantic
differential scale.

2. Graphic Scale
- Uses illustrations to represent the degree of presence or absence of the characteristics
measured. This is usually used for respondents like children or those with limited
vocabulary.
Example: Rate how you like the food.
1. Pizza

C. How do we quantify results from portfolios?

- Portfolio is a purposeful collection of student work that exhibits the student's efforts,
progress, and achievements in one or more areas.
- The collection must include student participation in selecting contents, and show
evidence of self-reflection (Paulson 1991).

Assessment data generated from portfolios can be both qualitative or quantitative.

 Quantitative approach, scales and rubrics can be used. The scales and other measures
need to specify the criteria required in assessing the portfolio.
 Qualitative assessment requires criteria and narrative feedback provided to the learner.

Guidelines in Giving Qualitative Feedback

1. Be specific and targeted: Feedback should be within the confines of the criteria.
2. Communicate progress: Feedback provide students with information on how much
they have improved and where they should direct more attention to.
3. Be timely: Feedback should be given in a timely manner so that students can use it to
improve their work.
 4. Give opportunities for practice: Feedback should give students the opportunity to
practice and implement the feedback received.

*Effective feedback is essential for the learning process. It helps students spend their time
mastering aspects that they need to focus on most rather than practicing what they already
know.

The following criteria can be used when assessing portfolios:

1. Completeness of the entries

- All parts of the portfolio listed by the teacher are present.
2. Accuracy of Reflections
- An authentic reflection is made for every entry in the portfolio. The reflection provides
the insights on the realization of the learners about his/her weakness and the
improvement that needs to be done.
3. Creativity
- The portfolio should demonstrate creativity and originality in the student’s work.

4. Organization of content and proper sequence

- The portfolio can be classified according to lessons and the entries show the draft
and the final work with proper label. There are markers or tabs provided so that the
teacher can easily browse through the contents. There is a table of contents found at
the start of the portfolio. Every entry is properly labeled.

D. How do we summarize results?

When results of assessment are summarized, the teacher needs to think about:

1. The kind of scores, percentage, or transmuted grade. The average and

summation of scores may be required depending on the grading system.
2. The tabular or graphical presentation of the scores – Scores can be presented in
a tabular or graphical manner.

Reference

Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments.

https://files.eric.ed.gov/fulltext/EJ1101956.pdf

Ricardo, M. (n.d.). How can portfolios be used for assessment?

 https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/
Foundations_of_Education_and_Instructional_Assessment_%28Kidd_et_al.
%29/17%3A_Instructional_Assessment-_Assessment_Strategies/
17.07%3A_How_can_portfolios_be_used_for_assessment

University of St. La Salle. (n.d.). Analysis and Reporting of Assessment Data Using the
Alternative
Methods.
https://www.studocu.com/ph/document/university-of-st-la-salle/secondary-education/
module-3-assessment-learning-of-2-in-educ-09-learning-module/24305835