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, stand
ardized 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.
Projects1

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.
Homework2

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-T
abuk-Kalinga1-copy.jpg

12. The students take
opposing positions on a
topic and defend their
position.
Debates5

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-PauwKl
cJM/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.
Portfolios5

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.p
h/wp-content/uploads/2015/06/FullSizeRende
r.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
Observation6

17. “Classroom observation presents an
opportunity to see real-life situations.”Image source: https://www.worldvision.org/wp
-content/uploads/2017/06/Miljhon-Feature-85
0x478.png

18. Provides information regarding a
student’s development over a period of
time.
Anecdotal Record7

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_pg3
LMuiDR8lC5wtm4ivE0TY79tFQbbVhsox4NvfkaSQsiwjMO8AWkN44cIFyMhx
duFZSb9B0ZH2HH3cb4v6AVde5kw4McjNdC8QeTzXcYB6aQD6WgA

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.
Checklists8

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_pg3
LMuiDR8lC5wtm4ivE0TY79tFQbbVhsox4NvfkaSQsiwjMO8AWkN44cIFyMhx
duFZSb9B0ZH2HH3cb4v6AVde5kw4McjNdC8QeTzXcYB6aQD6WgA

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 Scale9

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-usingrubricstofacilitate
self-assessmentandself-reflection-140307014018-phpapp01/95/revised-using-ru
brics-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.
Interview10

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

27. 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.
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