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Lesson 1 Theories,and Principles in Basic Concepts, Using Assessing Learning Alternative Methods Suggested Timeframe:...

Lesson 1 Theories,and Principles in Basic Concepts, Using Assessing Learning Alternative Methods Suggested Timeframe: 4.5 hours What is assessment for learning using nontraditional methods? UNDERSTAND Desired Significant Learning Outcomes: In this lesson,you are expected to: explain the alternative assessment and related concepts and demonstrate an understanding of the different principles in assessing learning using alternative methods of assessment. SignificantCulminating Performance Task and Success Indicators At the end of the lesson, you should be able to prepare an assessment plan to show understanding of the concepts and principles in assessing learning using alternative methods of assessment. You are considered successfulin this culminating performance task ifyou have satisfied at least the following indicators of success: Performance Tasks Success Indicators Develop a matrix of the difference Explain alternative assessment in between the traditionaland terms of the matrix developed. alternativeassessment of learning Propose a plan or strategy for Plan assessment practices that apply assessing student learning based the principlesin assessing learning on the core principlesin assessing using alternativeassessment learning using alternative methods of methods assessment Prerequisite of This Lesson As this is the first lesson,there is no prerequisite lesson that you need to have read and understood. However, an adequate understanding of lessons learned in your Assessment in Learning 1 course may help you understand and appreciate 2 this lesSon better. It is suggested that you goback tothese lessons if there is an opportunity. PREPARE To be able to what alternative assessment for learning successfully describe s, you need to develop a matrix of the difference between the traditional and alternative assessment of learning and document the experiences of teachers who apply the principles in assessing learning using alternative methods. To be able to do these, you need to read the following information about the basic concepts and principles in assessing learning using nontraditional methods. You are expected to read this information before the discussion, analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. If the information provided in this worktext is not enough, you can look up more information that you can access on the Internet. What is an alternative assessment? Assessment is generally defined as the process of gathering quantitative and/or qualitative data forthe purpose of making decisions, whereas assessment of learning can be defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning in order to make informed decisions relevant to the learners. In contrast, assessmentfor learning refers to the use of assessment to identifythe needs of students in order to modify instruction orthe learning activities in the classroorh. Assessment for learning is formative in nature, and it is meant to identify gaps in the learning experiences of students, so they can be assisted in achieving the curriculum outcomes. to assess and In practice, most teachersuse traditionalassessment methods evaluate the learning of students in the classroom.Traditional assessment refers information to the use of traditional assessment strategies or tools to provide on student learning. Typically, objective (e.g., multiple-choice) and subjective essay) paper-and-pencil tests are used to assess students. Traditional (e.g., assessments are often used as the basis for evaluating and grading students. are easier to design They are more commonly used in classrooms because they and quicker to be scored. to the use of alternative or non In contrast, alternative assessment refers on student traditional assessment strategies or tools to collect information of assessment are performance-oriented learning. Examples of alternative forms of alternative assessment and product-oriented assessment methods. At the core tasks or activities that refrain is the need to design and implement assessment which typically assess cognitive from using traditional paper-and-pentil tests,  learningoutcomes and thus have right or wrong answers. features of alternative assessment (Silvestre-Tipay The 2009, p.58): following are 1. Assessment is based on authentic tasks that demonstrate accomplish communication goals; learners' ability to 2. Instructor and learners focus on answerS; communication, not on right and wrong 3. Learners help to set the criteria for successful tasks; and completionn of communication 4. Learners have opportunities to assess themselves and their peers. While the practice of assessinglearning using traditional and-pencil testsiis still common in many methods like classrooms, there is an paper- toward the use of alternative assessment or emerging trend assessment using nontraditional methods,which in theory and practice can capture outcomes in more authentic ways. learning targetsand learning Indeed, the use of alternative can lead to more assessment authentic assessment of learning. In comparison, assessments are viewed as less authentic traditional types of assessment. While traditional assessmenttypically uses paper-and-pencil tests, alternative assessment is more concerned with performance assessment or performance based assessment. Performance assessment refers to assessing student by requiring a student to learning perform a task or develop a productas a of one's learning. The focus of demonstration the assessment is on providing the students to apply what they have opportunity for learned through task performance and/or product creation. The emphasis is on assessing what students know and what they can do. If the task to be demonstrated closely resembles what is typically performed or experienced in the real world (high degree of realism), then performance assessment is also more authentic. Another alternative method of assessing learning is through portfolio assessment, which pertains to students' construction and use of portfolios in a purposeful and systematic manner in order to document their progress in the attainment of learning targets. A portfolio is a collection of learning and performance artifacts by a student and is typically accompanied by personal narrativesand reflections. The use of a portfolio allows students to document and demonstrate their accomplishments in the classroom and provide opportunities to the learners and their teachers to evaluate the progress in a given period of time (Tolentino 2009). A portfolio assessment also allows theassessment of students' learning processes and products/outputs in a comprehensive and integrative manner. Other alternativestrategies for assessing learning are assessment of non cognitive learning outcomes through performance rubrics (for psychomotor outcomes) and rating scales and checklists (for affective or dispositional outcomes). The use of rubrics andscales may also provide opportunitiesfor using 4 SelT-assessment and peer assessment, which allow for a more comprehensive assessment of student learning and performance in the classroom. What are the different models of alternative assessment? ne three most common models of nontraditional assessment are: (1) Emergent Assessment, (2)Developmental Assessment, and (3)Authentic Assessmen t. Emergent assessment is based on Michael Scriven's goal free evaluation model (1967). In this model, the assessment focuses on determining the "effects" of instruction on students, The emphasis is on the assessment of both the intended and unintended effects or learning outcomes. Hence, assessment is not limited to collecting information if the intended learning outcomes defined were met or not, but also gives importance to unintended learning outcomes whether positive or negative. Emergent assessment examines how and what the educational program and instruction are doing to address the needs of students. The assessor should have nopreconceived notions or biases regarding learning outcomes or instructional model, assessment is more qualitative and the assessor uses goals. With this multiple methods to record all and determine their importance data accurately and quality. Hence, categories emerge from the observations of the assessor. In this model, direct and indirect evidence of student learning are both collected. Direct evidence refers to tangible and compelling evidence of what students have and have not learned,whereas indirect evidence refers to proxy signs for learning that are less tangible and less compelling compared to direct evidence. Developmental assessment, on the other hand, focuses on determining the extent that students have developed their competencies from instruction. This if a model adopts a pre-test and post-test methodology to collect information student has developed or improved after instruction. It involves a comparison of what students can do at different time points and/or different contexts to assess if there is progress. Developmental assessment is said to be useful for assessing a final product. learning outcomes based on students' development rather than develops Assessors should have adequate knowledge of how a skill or attribute be designed. so appropriate assessment strategies and tools can Authentic assessment is the most popular model for alternative assessment. in the assessment of student learning that refers to the use of It is an approach create a product assessment strategies or tools that allow learners to perform or contexts. The that is meaningful to the learners as they are based on real-world in terms of degree and not authenticity of assessment tasks is best described Hence, an assessment can in terms of the presence or absence of authenticity. most be more authentic or less authentic compared to other assessments. The performances that most closelv authentic assessments are the ones that allow or environments., resemble real-world tasks or applications in real-world settings  as criteria in determining an can be used if assessmenttask or The following 2009): or not (Silvestre-Tipay isauthentic activity can.. task or activity The assessment of interest to the students; topics or issues 1. be built around contexts and situations; real-world communication 2. replicate problems that require creative. 2 involve multistage taskS and real repetition; rather than simple language 4. require learners to produce a quality product or performance: 6 introduce the students to the evaluation criteria and standards: involve interaction between assesSor (instructor, peers, self) and person 6. assessed; and 7. allow for self-evaluation and self-correction as they proceed. What are the different principles in assessing learning using alternative methods? There are many principles in the assessment of learning using alternative assessment or nontraditional methods. Based on the different readings and references on these principles,the following may be considered as core principles: 1. Assessment is both process- and product-oriented. An assessment gives equal importance to student performance or product and the process they engage in to perform or produce a product. While traditional assessment methods are focused on assessing student products or outputs, non traditional oralternative methods like performance assessment and portfolio assessment give value to the product developed by students, as well as in the process students have undergone to develop the product. 2. Assessment should focus on higher-order cognitive outcomes. For assessment to be valid and authentic, it should require students to demonstrate their knowledge. However, the focus should be on providing tasks or activities thatwould allow students'demonstration of higher-order cognitive outcomes (e.g., creating, analyzing) or skills (e.g., creativity, critical thinking).The use of nontraditional or alternative methods of assessment like performance assessment allows the assessment of both lower-order and higher-order cognitive outcomes in ways that are more authentic. 3. Assessment a measure of noncognitive learning outcomes. can include Traditional assessment focuses on knowledge and other cognitive learning outcomes. However, psychomotor and affective outcomesare also important learning outcomes, and there are learning targets that are noncognitive in nature. Hence, an assessment should also consider the assessment of these noncognitive outcomes. Nontraditional assessment tools like rubrics,scales, ana cneckIists allow the measurement of noncognitive learning outcomes that allow a more complete and assessment of student learning. 6  4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should be authentic. The assessment should closely, T not fully approximate real-life situations or experiences. Authenticity of dssessment can be thought of as a continuum from least authentic to most autnentic, with more authentic tasks expected to be more meaningful for Students. Performance assessment is optimal if the performance task to be demonstrated is similar or close to what is expected in the real world. 5. ASSessment must be comprehensive and holistic. Assessment should De performed using a variety of strategies and tools designed to assess Student learning in a more integrativeway. Assessment should be conducted In multiple periods to assess learning over time. Moreover, the use of both traditional assessment and alternative assessment strategies and tools should be considered. Nontraditional methods of assessment (e.g., use of rubrics, Scales) allow the possibility of multiple assessors, including the use of self and peer assessment. This ensures that students are being assessed in a more comprehensive and holistic.way. 6. Assessment should lead to student learning. This means that assessment should be like classroom instruction.This principle is consistent with the Concepts of assessmentfor learning and assessment as learning. Assessment for learning refers to the use of assessment to identifythe needs of students in order to modify instruction or the learning activities. in the classroom. In assessment as learning, assessment tasks, results, and feedback are used to help students practice self-regulationand make adjustments in order to achieve the curriculum outcomes. DEVELOP Let us check what ideas you have acquired about the basic concepts and principles in assessing learning using nontraditional or alternative methods. 1, What is alternative assessment of learning? 2. How similaror different is traditional assessment from alternativeassessment? 3. Give three models of alternative or nontraditional assessment. 4. Give three criteria for an assessment task or activity to be considered as authentic. 5. Give and explain three principles in assessing learning using alternative methods. Toknow if you have acquired the needed information about the basic concepts and principles in alternative assessment, use the table provided to develop amatrix of thedifference between traditional assessment and alternative assessment of learning. Everyone will share and discuss in the class the matrix they have developed. 7  Between Traditional Table 1.1. Key Differences Assessment and Alternative Assessment Traditional Assessment Alternative Area Assessment Use of traditional Definition assessment strategies or tools to provide information on student learning Tools Paper-and-pencil tests Focus Knowledge Orientation Outcome-oriented Assessor Teacher or External APPLY Based on the lessons on the basic concepts and principles in assessing learning using nontraditional or alternative methods, select three core priniples in assessing learning and explain them in relation to your experience with a previous or current teacher in one of your courses/subjects. Example: Principle Illustration of Practice 1. Assessment Inour practicum course, we were asked to prepare should reflect a lesson plan then to execute the plan in front of the or real- real-life students with my criticteacher around to evaluate my world contexts. performance. The actual planning of the lesson and its execution in front of the class and the critic teacher are authentic ways of assessing my ability to design and deliver instruction ratherthan being assessed through demonstration in front of my classmates in the classroom. Given the example above, continue the identification of illustrations or assessment practices guided by the principles discussed in the class. a clean sheet of paper, In identify three core principles we discussed in tie Class.Then describe how a current or previous teacher demonstrated in practice the principle you selected and discussed., Share your insights on how teacher's assessment practices you allowed you to improve your learning  Principle Illustrationof Practice 1. 2. 3. TRANSFER Prepare a plan on how you conduct assessment based on the core will principleswe learned. Refer to the K to 12 Curriculum to identify the competencies future students targeted by instruction and how you intend to assess your methods. Use following the principles in assessing learning using alternative and conduct the matrix provided to write your ideas on how you should design assessment of student learning based on the core principles. Principle Plan in Applying the Principles in Your Classroom Assessment Assessment is both process- and product-oriented. 9