Non-Test Assessments

Non-test is an alternative assessment in the sense that it diverts from the paper-and-pen test (Reganit et. al., 2010).

1. Non-Test Assessments Course Title : Language Test Development Professor: Dr. Lemuel Fontillas Prepared by: Roselle M. Reonal

2. “ “ The commotion about high-stake tests (proficiency, standardized tests, achievement tests), is so prominent in the media these days that it would be easy to forget that such tests are not the only – or even the primary – ways to assess student learning.” (Damian, 2000).

3. 04 Non-test is an alternative assessment in the sense that it diverts from the paper-and-pen test (Reganit et. al., 2010). Non-tests are tests that do not force the students to give their responses (Rico, 2011). Non-test is an ongoing process. It gives feedback to help students increase competence.

4. Are usually designed so that the students can apply many of the skills they have developed in th course by producing a product of some kind. Usually project assignments are given early in the course with a completion date toward the end of the quarter. Projects 1

5. A project sample… “It develops the child's ability to work with his or her peers, building teamwork and group skills. It allows the teacher to learn more about the child as a person. It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.” (Edutopia, 2007). Image source: https://mrsflorexil.weebly.com/uploads/1/2/8/7/12877182/7715731_orig.jpg

6. Is a structured practice exercise that usually plays a part in grading. Sometimes instructors assign reading or other homework which covers the theoretical aspects of the subject matter, so that the class time can be used for more hands-on practical work. Homework 2

7. Issues regarding homework in the Philippines… Insert the title of your subtitle Here “Senator noted that additional time spent on homework has a negligible impact on the performance of students. This is after around four hours of homework in a week.”

8. Journal writing is the “recording of daily events, personal reflections, questions about the environment, and reactions to experiences” ( Dyment & O’Connell, 2003). According to Chapman, it “should reflect various types of writing as well as levels of complexity related to the task assigned in the prompt” (Chapman, 1990). Journals 3

9. A journal sample… Reflective journal writing requires active participation, the students take ownership of their learning ( Boud , 2001;Hettich,1990).

10. Teachers utilize fun activities to have students practice and review concepts. Developers and scholars argue that games capture the player’s attention and engage them in complex thinking and problem solving ( Barab & Dede, 2007). Games 4

11. A game sample… The findings investigating competitive versus cooperative learning environments have also indicated that playing cooperatively leads to better learning from games, regardless of individual differences ( Ke & Grabowski, 2007). Image source: https://www.officialgazette.gov.ph/images/uploads/Beneficiaries-in-Naneng-Tabuk-Kalinga1-copy.jpg

12. The students take opposing positions on a topic and defend their position. Debates 5

13. A debate sample… “Debate is a great device for engaging students and bringing life to the classroom.” Image source: https://i.ytimg.com/vi/p-PauwKlcJM/maxresdefault.jpg

14. Are collections of student projects and products. Like a photographer’s portfolio they should contain the best examples of all their work. Portfolios 5

15. A portfolio sample… “Portfolios can encourage students to take more ownership and responsibility over the learning process.” Image source: https://i0.wp.com/homescool.ph/wp-content/uploads/2015/06/FullSizeRender.jpg?fit=1260%2C946

16. Should follow an established plan or checklist organized around concrete, objective data. Observation needs to be tied to the objectives of the course Observation 6

17. “Classroom observation presents an opportunity to see real-life situations.” Image source: https://www.worldvision.org/wp-content/uploads/2017/06/Miljhon-Feature-850x478.png

18. Provides information regarding a student’s development over a period of time. Anecdotal Record 7

19. An anecdotal record… “Anecdotal records inform teachers as they plan learning experiences, provide information to families, and give insights into identifying possible developmental delays.” (McFarland, 2008). Image source: https://lh3.googleusercontent.com/vbea5HJ9Ai8FFr6TB7e_pg3LMuiDR8lC5wtm4ivE0TY79tFQbbVhsox4NvfkaSQsiwjMO8AWkN44cIFyMhxduFZSb9B0ZH2HH3cb4v6AVde5kw4McjNdC8QeTzXcYB6aQD6WgA

20. Contains a list of behaviors or specific steps, which can be marked as Present/Absent, Complete/Incomplete, Yes/No, etc. It is used to record observations of an individual, a group, or a whole class. Checklists 8

21. A checklist sample… “It helps people stay more organized, assuring them they will not skip any important step in the process.” (Delos Santos, 2019). Image source: https://lh3.googleusercontent.com/vbea5HJ9Ai8FFr6TB7e_pg3LMuiDR8lC5wtm4ivE0TY79tFQbbVhsox4NvfkaSQsiwjMO8AWkN44cIFyMhxduFZSb9B0ZH2HH3cb4v6AVde5kw4McjNdC8QeTzXcYB6aQD6WgA

22. Allows the teacher to indicate the degree of frequency of the behaviors, skills and strategies, displayed by the learner. It is also used to record the quality of the student’s performance at a given time or within a given process. Rating Scale 9

23. A rating scale sample… “Rating Scales allow teachers to indicate the degree or frequency of the behaviors, skills and strategies displayed by the learner.” Image source: htthttps://image.slidesharecdn.com/revised-usingrubricstofacilitateself-assessmentandself-reflection-140307014018-phpapp01/95/revised-using-rubrics-to-facilitate-selfassessment-and-selfreflection-21-638.jpg?cb=1394156576

24. Refers to a conversation with a purpose. The purposes for which interviews take place are fact-finding, introductory, evaluative, and informative in nature. Interview 10

25. “Interview is the process which reflects the experiences on anything and any subject.” Image source: https://media.glassdoor.com/l/79/cc/2c/68/tutor-time.jpg

26. References: Barab , S. A., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1-3. Boud , D. (2001). Using journal writing to enhance reflective practice. In L.M. English & M.A. Gillen (Eds.), Promoting journal writing in a dult education (pp. 9-18). San Francisco, CA: Jossey-Bass. Chapman, C. (1990). Authentic writing assessment. Practical Assessment, Research & Evaluation. Retrieved on January 14, 2006 fro m http://PAREonline.net/getvn.asp?v=2&n=7 Dyment , J.E. and O’Connell, T.S. (2003). Journal writing in experiential education: possibilities, problems, and recommendations. Char leston , WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. E D479358). Reganit, A., et al., 2010. Assessment of student learning I (Cognitive Learning). C&E Publishing, Inc. Quezon City, Philippines. https://www.philstar.com/headlines/2019/08/28/1947149/no-homework-policy-bill-filed-senate