INTRODUCTION TO

ASSESSMENT IN
LEARNING 2

ASST. PROFESSOR LEOLANDA A. BALILLLA

 SPECIFIC OBJECTIVES

•  Define and explain the alternative assessment and related concepts.

•  Demonstrate an understanding of the different principles in assessing learning using
• alternative methods of assessment.
•  Formulate learning targets that can be assessed through performance and product-oriented
• assessment.
•  Create an assessment plan using alternative methods of assessment.
BIG IDEA

•This dwells on the basic concepts, theories, and principles in assessing learning using
alternative methods. Further, it deals on the different learning targets for performance and product-
oriented assessment.
•  
WARM UP

What Is Alternative Assessment?

• Are you craving more organic and genuine ways of observing and
documenting student achievement and progress? Many educators are,
particularly in our modern world of overwhelmingly restrictive and
prescriptive standardized testing requirements. Fortunately, education
sciences support several alternatives to traditional assessment by leveraging
creativity, student involvement, and strategic curriculum development.
WISE TIME

• Alternative Assessment
• Alternative assessment is a
form of student performance
grading that allows for a
more holistic approach to
student assessment.
ALTERNATIVE ASSESSMENT 

• is any classroom assessment

practice that focuses on continuous
individual student progress.

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• Perhaps the best way to define
alternative assessment is to say
that it's the counter to traditional
forms of standardized assessment.
Let's take a closer look at what
alternative assessment is and isn’t.

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a.com)
• The traditional form of
student assessment involves
the average grading of a
cumulative set of work for a
given time period.
CHARACTERISTICS

• Alternative assessment is also known as formative assessment and portfolio

assessment. The characteristics of alternative assessment may include:
• Usually teacher-generated, as opposed to being passed down from an administration,
government, or third-party organization.
• Takes into account the individual background and needs of every unique learner.
• Considers the big picture of individual student progress over an extended period of
time.
• Flexible, responsive, and continually developing according to curricular objectives.
• Takes into consideration different learning styles and preferences.
• Allows language learners to demonstrate content knowledge and skills mastery
without language barrier difficulties.
• Highly effective for use with students who are entitled to accommodations and/or
modifications.
• Normally documented with qualitative data, such as performance descriptors,
comparisons with previous work, and skills demonstration.
WHAT ALTERNATIVE ASSESSMENT IS NOT

• Now, let's take a look at what alternative assessment is not:

• Not standardized. Similarly, alternative assessment is not what is sometimes referred to as 'large-
scale' or 'high-stakes' assessment.
• Not intended to replace or otherwise diminish the importance of traditional assessments. In fact,
it's intended to serve as a complement to school and/or state-mandated standardized
assessment programs.
• Not implemented in one specific moment in time, such as at the end of a lesson, unit, or
semester.
• Not a measurement of how a student performs compared to peers.
• Not normally reported with quantitative data (such as percentage scores or
statistics).
• Not presented in traditional formats, such as multiple-choice, true/false, and
fill-in-the blank questions and answers.
• Not perfect, comprehensive, or appropriate in every situation.
WITH ALTERNATIVE ASSESSMENTS

• students are enabled to provide their own

responses rather than simply selecting from a
given list of options. Alternative assessment
can also encompass a portfolio of work to
represent an entire use of concepts, similar to
the way a traditional final examination is
intended to be a cumulative demonstration of
material learned over a given time period.
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FORMATS FOR ALTERNATIVE ASSESSMENT

• In alternative assessment
applications, students are
responsible for actually
creating a response to an
assignment or examination.
• There are several types of
alternative assessments including
essay responses, oral
presentations, portfolios of
compiled work, short answer
questions and demonstrations of a
concept/strategy.
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• Alternative assessments can be used at
given intervals for grading or they can be
used as a final assessment at critical
intervals such as final examinations or
for the overall promotion to the next
grade.
ALTERNATIVE ASSESSMENT BENEFITS

•  
• Alternative assessment gives the student the
opportunity to demonstrate the depth and
scope of what they have learned
• Portfolio best depicts students’ study skills
and understanding of concepts.

• It is also an overall great teacher resource for

showing what lesson plans were effective and
which were not.

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EFFECTIVELY IMPLEMENTING ALTERNATIVE ASSESSMENTS

• The teacher resources available

to assist with the deployment of
alternative assessments in the
classroom setting should include
more than simply testing options.

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• The study skills required to ensure
sufficient supporting information prior
to an actual alternative assessment
event are critical to the success of
students.

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WORKSHEETS

• Worksheets can help a student

with the overall development of
their responses, but overall, lesson
plans should ensure ample time to
help students become familiar
with the alternative assessment
model.
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PRINCIPLES IN ASSESSING LEARNING USING ALTERNATIVE
METHODS

1. Assessment is both process-and product-oriented.

2. Assessment should focus on higher-order cognitive outcomes.

3. Assessment can include a measure of noncognitive learning outcomes.

4. Assessment should reflect real-life or real-world context.
5. Assessment must be comprehensive and holistic.
6. Assessment should lead to student learning.
PRINCIPLES IN ASSESSING LEARNING USING ALTERNATIVE
METHODS

• Assessment is both
process-and product-
oriented.

original-557211-1.jpg (350×350) (teacherspayteachers.com)

•Assessment should
focus on higher-order
cognitive outcomes.

• (319) Pinterest
 • Social-emotional (SE) skills include the
• Assessment can knowledge, attitudes, and skills necessary
for youth to recognize and control their

include a measure of emotions and behaviors; establish and

maintain positive relationships; make

noncognitive responsible decisions and solve

challenging situations; and set and achieve
positive goals.1,2 Sometimes labeled as
learning outcomes. 21st century skills,3 soft skills,4 non-
cognitive skills,5 or character attributes,6
• Assessment should
reflect real-life or real-
world context
• Assessment must
be comprehensive
and holistic.
• Assessment should
lead to student
learning.
BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES

• Bloom's Taxonomy (Tables

1-3) uses a multi-tiered
scale to express the level of
expertise required to
achieve each measurable
student outcome.
• Organizing measurable
student outcomes in this
way will allow us to select
appropriate classroom
assessment techniques
for the course.
THREE TAXONOMIES

knowledge-based goals

skills-based goals

affective goals
Understand proper dental
hygiene;
Brush teeth properly;
Care for proper oral
hygiene.
 knowledge

Course
goals/
skills
students’
outcomes

affective
• Bloom's Taxonomy is a convenient way to describe the degree to which we want our
students
• to understand and use concepts,
• to demonstrate particular skills,
• and to have their values, attitudes, and interests affected.
 Level of Expertise Level of Expertise

Perception Receiving

Set Responding

Guided Response Valuing

Mechanism
Organization
Complex Overt Response

Adaption Characterizations by aValueor Values

Complex.

Organization