Educ 80 Learning in Assessment 2

Alternative Assessment

• Learners have opportunities to assess themselves and their peers through alternative assessment methods.
• Performance assessment involves assessing student learning by requiring a student to perform a task or develop a product as a demonstration of one's learning.

Portfolio Assessment

• Portfolio assessment pertains to students' construction and use of portfolios in a purposeful and systematic manner to document their progress in the attainment of learning targets.
• A portfolio is a collection of learning and performance artifacts by a student, accompanied by personal narratives and reflections.

Intended Learning Outcomes

• Define and explain 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.

Traditional vs Alternative Assessment

• Traditional assessment refers to the use of traditional assessment strategies or tools.
• Alternative assessment refers to the use of alternative or non-traditional assessment strategies or tools.
• Features of alternative assessment:
  • Based on authentic tasks that demonstrate learner's ability to accomplish communication goals.
  • Focus on communication, not on right and wrong answers.
  • Learners help to set the criteria for successful completion of communication tasks.
  • Authentic assessment is a popular model for alternative assessment.

Criteria for Authentic Assessment

• Be built around topics or issues of interest to the students.
• Replicate real-world communication contexts and situations.
• Involve multistage tasks and real problems that require creative use of language.
• Require learners to produce a quality product or performance.
• Introduce the students to the evaluation criteria and standards.
• Involve interaction between assessor and person assessed.
• Allow for self-evaluation and self-corrections.

Principles of Alternative Assessment

• Assessment is both process-and product-oriented.
• Assessment should focus on higher-order cognitive outcomes.
• Assessment can include a measure of non-cognitive learning outcomes.
• Assessment should reflect real-life world contexts.
• Assessment tasks or activities should be authentic.
• Assessment must be comprehensive and holistic.
• Assessment should lead to student learning.

Bloom's Taxonomy of Educational Objectives

• Three domains: cognitive, psychomotor, and affective.
• Cognitive domain: knowledge-based goals.
• Psychomotor domain: skills-based goals.
• Affective domain: affective goals.

Taxonomy of Educational Objectives in the Affective Domain

• Level 1: Receiving (awareness or passive attention to a phenomenon or stimulus).
• Level 2: Responding (active attention and response to a particular phenomenon or stimulus).
• Level 3: Valuing (values or characterization by a value or value complex).
• Level 4: Organization (organization of values into a system).
• Level 5: Internalizing (internalization of values or characterization).

Taxonomy of Educational Objectives in the Psychomotor Domain

• Level 1: Perception (ability to use sensory cues to guide motor activity).
• Level 2: Set (mental, physical, and emotional sets that predispose a person to respond).
• Level 3: Guided Response (overt response to a stimulus).
• Level 4: Mechanism (mechanical performance of a task).
• Level 5: Complex Overt Response (complex performance of a task).
• Level 6: Adaptation (adaptation to a new or changing situation).
• Level 7: Origination (creation of a new response or product).

Learning Targets

• Statement on what students are supposed to learn and what they can do because of instruction.
• More specific compared with educational goals, standards, and objectives.
• Congruent with the standards prescribed by a program or level and aligned with the instructional or learning objectives of a subject or course.
• The purpose of learning targets is to effectively inform students of what they should be able to do or demonstrate as evidence of their learning.
• Should be clear, specific, and meaningful to the students.

Types of Learning Targets

• Type 1: Knowledge targets.
• Type 2: Reasoning targets.
• Type 3: Skills targets.
• Type 4: Product targets.
• Type 5: Affective targets.

Test your knowledge on alternative assessment, different principles in assessing learning, formulating learning targets, and creating assessment plans using alternative methods of assessment in Educ 80 Learning in Assessment 2 with Dr. Evelyn D. Dulino.