AOL2 - Honors the idea that you may be students' demonstration of
ASSESSMENT - assidere – to sit beside bias your assessment by higher-order cognitive outcomes
another specifically defining what you (e.g. Creating, analyzing) or
- Process of gathering and are looking for. skills (e.g., creativity, critical
discussing information from Authentic Assessment - assessing by thinking). The use of
multiple and diverse sources in doing nontraditional or alternative
order to develop a deep - an approach in the assessment of methods of assessment like
understanding of what students student learning that refers to the performance assessment allows
know, understand, and can do use of assessment strategies or the assessment of both lower-
with their knowledge as a result tools that allowlearners to order and higher-order cognitive
of their educational experiences. perform or create a product that outcomes in ways that are more
- generally defined as the process is meaningful to the learners as authentic
of gathering quantitativeand/or they are based on real- - -it has real world relevance,
qualitative datafor the purpose of worldcontexts. allows deep learning and
making decisions Developmental Assessment – assessing prepares students from future.
ASSESSMENT OF LEARNING – by progress. ( ex. Problem solving, analysis,
sometimes referred as summative - Progress in developing skill, evaluation, creation)
assessment. abilities, values of the child - Can include a measure of
- Periodic - Pre- post design noncognitive learning
ASSESSMENT FOR LEARNING – to - It involves a comparison of outcomes(skills and non –
identify the needs of the students to modify what students can do at different cognitive learning)
instruction or the learning activities. time points and or different +measure: observation, self –
- Formative in nature. contexts to assess if there is assessment, peer assessment,
ASSESSMENT AS LEARNING – progress. portfolios, surveys and
continual reflective learning, monitoring of questionnaire.
owns learning Determining assessment if authentic or - Should reflect real – life
not contexts – relevance,
Traditional Assessment – refersto the use The following can be used as criteria in transferable skills.
of traditional assessment strategies or tools determining if an assessment task or - Must be comprehensive and
toprovide informationon student learning. activity is authenticor not (Silvestre-Tipay holistic – a touch of character
Typically,objective (e.g., multiple-choice) 2009):The assessment task or activity building. Assessment should be
andsubjective(e.g.,essay) paper-and-pencil can... performed using variety of
tests are used to assess students. 1. be built around topics or issues of strategies and tools designed to
Traditional assessmentsare often used as interest to the students; assess student learning in a more
the basis for evaluating and grading 2. replicate real-world communication integrative way. Assessment
students.They are more commonly used in contexts and situations; should be conducted in multiple
classrooms because they are easier to 3. involve multistage tasks and real periods to assess learning over
designand quicker to be scored. problems that require creative use of time.
- Objective - has right or wrong language rather thansimple repetition; - Should lead to student
answer 4. require learners to produce a quality learning.
- Subjective – open, essays. product or performance;
Alternative Assessment – performance and 5. introduce the students to the evaluation
product-based assessment. It is used to criteria and standards;
determine what students can and cannot do 6. involve interaction between assessor
in contrast to what they do or do not know. (instructor, peers, self) and person
Performance Based – mirrors real life assessed; and
scenarios or situation. 7. allow for self-evaluation and self-
correction as they proceed
MODELS OF ALTERNATIVE PRINCIPLES OF ALTERNATIVE
ASSESSMENT ASSESSMENT
Emergent assessment – assessing by - Both process and product
discovery based. An assessment gives
- structured using “effects” rather than equal importance to student
learning outcomes. The emphasis is on the performance or product and the
assessment of both the intended and process they engage in to
unintended effects or learning outcomes. perform or produce a product.
Hence, assessment is not limited to - Should focus on higher order
collecting information if the intended cognitive skills - For
learning outcomes defined were met or assessment to be valid and
not, but also gives importance to authentic, it should require
unintended learning outcomes whether students to demonstrate their
positive or negative knowledge. However, the focus
- Qualitative in nature should be on providing tasks or
activities that would allow
