Lesson 1 - Basic Concepts, Theories, and Principles in Assessing Learning using Alternative Methods.pdf

Lesson 1 - Basic Concepts, Theories, and Principles in Assessing Learning using Alternative Methods.pdf

1. Lesson 1
Basic Concepts, Theories, and
Principles in Assessing Learning
using Alternative Methods
By: LLOYD PSYCHE T. BALTAZAR, LPT, MAEd

2. What is Assessment?
Assessment comes from the Latin
word assidere which means “to sit
beside”.
Assessment is defined as the process
of gathering quantitative and/or
qualitative data for the purpose of
making decisions.

3. What is Assessment?
Assessment for Learning
▪referred to as formative assessment wherein the
assessment is given while the teacher is in the process
of developing the student learning
▪highlight each students’ strengths and weaknesses
and provide them with feedback that will further their
learning
1

4. What is Assessment?
Assessment of Learning
▪it is summative in nature. It is given at the end of a
unit, grading period, or term in a semester
▪designed to assist teachers in using evidence on
student learning so as to assess student
achievement
2

5. What is Assessment?
Assessment as Learning
▪process of involving students in the learning process
where they monitor their own progress
▪students become aware of how they learn; setting
their targets, actively monitoring it, and evaluate
their own learning
2

6. Traditional Assessment
Traditional assessments are the
conventional methods of testing, which
usually produce a written document,
such as a quiz or exam.
Traditional assessments are “tests”
taken with paper and pencil that are
usually true/false, matching, or
multiple choice.

7. Traditional Assessment
Traditional assessments are easy
to grade but only test isolated
applications, facts, or memorized
data at lower-level thinking skills.

8. Traditional Assessment
Traditional assessments measure
knowledge and understanding by
guiding learners to:
▪recall facts and concepts
▪measure their own improvement
over time
▪comprehend and restate ideas
▪articulate knowledge

9. Alternative Assessment
Alternative assessments measure a
learner’s level of proficiency in a
subject by allowing the learner to
demonstrate their knowledge and
execute tasks in unique and innovative
ways.

10. Alternative Assessment
Alternative assessments are designed
to foster higher-order, critical thinking
skills in students through the design of
more authentic tasks.
Other names:
▪Authentic assessment
▪Performance assessment

11. Authentic Assessment
combine the traditional academic content
with the knowledge and skills needed to
function appropriately in the real world.
The context, purpose, audience, and focus
should connect to real-world situations and
problems.

12. 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.

13. Features of Alternative Assessment
1. Assessment is based on authentic tasks that
demonstrate learners’ ability to accomplish
communication goals.
Silvestre-Tipay (2009)
2. Instructor and learners focus on communication,
not on right and wrong answers.

14. Features of Alternative Assessment
3. Learners help to set criteria for successful
completion of communication tasks.
Silvestre-Tipay (2009)
4. Learners have opportunities to assess
themselves and their peers.

15. Assessment for non-cognitive
learning outcomes can be made
through performance rubrics (for
psychomotor outcomes) and rating
scales and checklists (for affective
or dispositional outcomes).

16. Models of Alternative Assessment
Emergent Assessment
▪measures learning that is designed through
observations and analysis of learners’ activity as
opposed to an assessment for which correct responses
or behaviors have been pre-determined
▪useful in ensuring that the desires of children serve as
the base for program development
1

17. Models of Alternative Assessment
Emergent Assessment
▪Assessment is structured using ‘effects’ rather than
learning outcomes
▪Useful when you want to know about the unintended
outcomes (good or bad) as well as the specified
learning outcomes
▪Tends to be more qualitative in nature
1

18. Models of Alternative Assessment
Emergent Assessment
How can I develop an emergent assessment?
Step 1: Create a profile of the needs of the students
who finish your course or graduate from your
program (beyond the intended outcomes)
1

19. Models of Alternative Assessment
Emergent Assessment
How can I develop an emergent assessment?
Step 2: Identify the effects of educational programs on
students’ learning using primarily direct methods,
considering
• both intended and unintended effects
• both positive and negative effects
1

20. Models of Alternative Assessment
Emergent Assessment
How can I develop an emergent assessment?
Step 3: Compare the information gained in step one
with the information gained in step two.
1

21. Models of Alternative Assessment
Emergent Assessment
▪Emergent Assessment Methodologies:
▪Writing Samples (reflections)
▪Interviews or Focus Groups with Students
▪Ecological observation of students engaged in work
in a classroom
1

22. Models of Alternative Assessment
Developmental Assessment
▪interested in answering the question, “To what extent
are students who engage in our programs/services
developing this skill/ability/value/etc.?”
▪not necessarily evaluating an end product or
performance; evaluating the extent to which students
have developed
2

23. Models of Alternative Assessment
Developmental Assessment
▪with this assessment, sometimes there is no
expectation that students should, or even could, fully
develop by the end of an academic program
▪An example is Maslow’s Hierarchy of Needs
2

24. Maslow’s Hierarchy of Needs

25. Models of Alternative Assessment
Developmental Assessment
▪Developmental Assessment Methodologies:
▪Observation that continually focuses on
performance
▪Measure the level of development at the beginning
of a learning experience and again at the end.
2

26. Models of Alternative Assessment
Developmental Assessment
▪Examples of Developmental Assessment:
▪Pre- post- parallel assessments
▪Rubrics that demonstrate growth/development
2

27. Models of Alternative Assessment
Authentic Assessment
▪Assessment is based on students’ abilities to perform
meaningful tasks linked to the demonstration of
learned knowledge/skills/abilities needed in the post-
college world
▪measures students’ success in a way that's relevant to
the skills required of them once they've finished the
course or degree program
3

28. Models of Alternative Assessment
Authentic Assessment
▪This is often done as a one-time assessment, typically
at the end of a course, activity, or academic program.
▪Examples are laboratory reports, mock trials,
practicum, musical performances, e-portfolios
3

29. Models of Alternative Assessment
Emergent Assessment
▪Assess by discovery
1
Developmental Assessment
▪Assess by progress
2
Authentic Assessment
▪Assess by doing
3

30. 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.

31. Principles in Assessing Learning using
Alternative Methods
4. Assessment should reflect real-life or real-
world contexts.
5. Assessment must be comprehensive and
holistic.
6. Assessment should lead to student learning.