The document discusses alternative assessment methods that evaluate student learning through non-traditional means, focusing on authentic tasks and deeper understanding rather than memorization. Key features include collaboration in setting success criteria, self-assessment, and the use of portfolios, performance assessments, and rubrics. It highlights a shift from traditional assessment methods towards more flexible and authentic strategies for assessing learning outcomes.

1. LESSON 1:
Basic Concepts,
Theories, and Principles
in assessing learning
using Alternative
Methods

2. Maria Lourdes Caracas
BEED 3 - Class 1

3. INTRODUCTION
Alternative assessment are non-
traditional ways to evaluate student
learning that focus on deeper
understanding and skill over
memorization. They can include projects,
presentations, portfolios, and
multimedia, and can be more flexible
than traditional exams and quizzes.

4. THE FOLLOWING ARE FEATURES OF
ALTERNATIVE ASSESSMENT (SILVESTRE TIPAY
2009. 58):
1. Assessment is based
on authentic tasks that
demonstrate learners'
ability to accomplish
communication goals
2. Instructor and learners
focus on communication,
not on right and wrong
answers:

5. 3. Learners help to set
the criteria for
successful completion
of communication tasks
and;
4. Learners have
opportunitiestoassess
themselves and their
peers.
THE FOLLOWING ARE FEATURES OF
ALTERNATIVE ASSESSMENT (SILVESTRE TIPAY
2009. 58):

6. While the practice of assessing learning using traditional
methods like paper-and-pencil tests is stil common in
many classrooms, there is an emerging trend toward the
use of alternative assessment or assessment using the
non-traditional methods, which in theory and practice
can capture learning targets and learning outcomes in
more authentic ways.
 Indeed, the use of alternative assessment can lead to
more authentic assessment of leaming. In comparison,
traditional assessments are viewed as less authentic types
of assessment

7. 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. The focus of the assessment is on
providing opportunity for the students to apply what they
have learned through task performance and/or product
creation.
ANOTHER FORMS OF ALTERNATIVE ASSESSMENT

8. Portfolio assessment
 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.
 is a collection of learning and performance artifacts by a student and
is typically accompanied with personal narratives and reflections.
ANOTHER FORMS OF ALTERNATIVE ASSESSMENT

9. Other alternative strategies 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).

10.  The use of rubrics and scales may also
provide opportunities for using self-
assessment and peer assessment which
allow for a more comprehensive
assessment of student learning and
performance in the classroom.

11. Thank
you
from the bottom of my heart!