St. Cecilia’s College- Cebu, Inc.

A LASSO Supervised School

Poblacion, Minglanilla, Cebu
SY 2020-2021
Second Semester

Assessment of Learning 2
(Subject)

Pre – final Period

Instructional Study Module
(ISM) # 2

Title: Principles and Learning Targets in Assessing Learning Using Alternative Methods
____________________________________ _____________________ Ms. Jessa C. Lapay
Student Name Course/Year/Section Instructor’s Name

I. Rationale:

Alternative assessment is a form of student performance grading that allows for a more holistic
approach to student assessment. It gives the student the opportunity to demonstrate the depth and
scope of what they have learned rather than being limited to just a few responses on a traditional test
or exam.
In this module, you will be introduced to the different models of alternative assessment methods as well
as the principles underlying effective authentic tasks.

II. Learning Objectives:

At the end of the lesson, the pre – service teachers are expected to:
a. demonstrate an understanding of the different principles in assessing learning using alternative
methods of assessment;
b. cite examples in relation to the principles in creating alternative tasks; and
c. create an assessment plan using non-traditional assessment methods.

III. Learning Experience:

What is an alternative assessment?

Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the
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, assessment for learning refers to the use of
assessment to identify the needs of students in order to modify the instruction or the learning activities
in the classroom. 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.

In practice, most teachers use traditional assessment methods to assess and evaluate the learning of
students in the classroom. Traditional assessment refers to the use of traditional assessment strategies
or tools to provide information on student learning. Typically, objective (e.g., multiple-choice) and
subjective (e.g. essay) paper-and-pencil tests are used to assess students. Traditional assessments
are often used as the basis for evaluating and grading students. They are more commonly used in
classrooms because they are easier to design and quicker to be scored.

In contrast, alternative assessment refers to the use of alternative or nontraditional assessment

strategies or tools to collect information on student learning. Examples of alternative forms of
assessment are performance-oriented and product-oriented assessment methods. At the core of
alternative assessment is the need to design and implement assessment tasks or activities that refrain
from using traditional paper-and-pencil tests, which typically assess cognitive learning outcomes and
thus have right or wrong answers. The following are features of alternative assessment (Silvestre-Tipay
2009, p.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;
3. Learners help to set the criteria for successful completion of communication tasks; and
4. Learners have opportunities to assess themselves and their peers

While the practice of assessing learning using traditional methods like and-pencil tests is still common
in many classrooms, there is an emerging trend toward the use of alternative assessment or
assessment using nontraditional 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 learning. In comparison, traditional assessments are viewed as less
authentic types of assessment.

While traditional assessment typically uses paper-and-pencil tests, alternative assessment is more
concerned with performance assessment or product - based assessment. 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. 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 narratives and 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 the assessment of students'
learning processes and products/outputs in a comprehensive and integrative manner.

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). 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.

What are the different models of alternative assessment?

The three most common models of nontraditional assessment are: (1) Emergent Assessment, (2)
Developmental Assessment, and (3) Authentic Assessment.

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 and 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 no preconceived notions or biases regarding
learning outcomes or instructional goals. With this model, assessment is more qualitative and the
assessor uses multiple methods to record all data accurately and determine their importance 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 model adopts a pre-test and post-test
methodology to collect information if a 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 learning outcomes
based on students' development rather than a final product. Assessors should have adequate
knowledge of how a skill or attribute develops so appropriate assessment strategies and tools can be
designed.

Authentic assessment is the most popular model for alternative assessment. It is an approach in the
assessment of student learning that refers to the use of assessment strategies or tools that allow
learners to perform or create a product that is meaningful to the learners as they are based on real-
world contexts. The authenticity of assessment tasks is best described in terms of degree and not in
terms of the presence or absence of authenticity. Hence, an assessment can be more authentic or less
authentic compared to other assessments. The most authentic assessments are the ones that allow
performances that most closely resemble real-world tasks or applications in real-world settings or
environments.

The following can be used as criteria in determining if an assessment task activity is authentic or not
(Silvestre-Tipay 2009):
The assessment task or activity can...
1. be built around topics or issues of interest to the students;
2. replicate real-world communication contexts and situations;
3. involve multistage tasks and real problems that require creative use of language rather than simple
repetition;
4. require learners to produce a quality product or performance;
5. introduce the students to the evaluation criteria and standards;
6. involve interaction between assessor (instructor, peers, self) and person 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, nontraditional
or alternative 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 that would 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 can include a measure of non - cognitive learning outcomes. Traditional
assessment focuses on knowledge and other cognitive learning outcomes. However, psychomotor and
affective outcomes are also important learning outcomes, and there are learning targets that are non -
cognitive in nature. Hence, an assessment should also consider the assessment of these non -
cognitive outcomes. Nontraditional assessment tools like rubrics, scales, and checklists allow the
measurement of non - cognitive learning outcomes that allow a more complete and assessment of
student learning.
4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should
be authentic. The assessment should closely, if not fully approximate real-life situations or experiences.
Authenticity of assessment can be thought of as a continuum from least authentic to most authentic,
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 be performed using a
variety of strategies and tools designed to assess student learning in a more integrative way.
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 assessment for learning and
assessment as learning. Assessment for learning refers to the use of assessment to identify the 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-regulation
and make adjustments in order to achieve the curriculum outcomes.

Learning Targets for Performance and Product – Oriented Assessment

What are the learning targets appropriate for alternative assessment?

Bloom's Taxonomy of Educational Objectives

Educational objectives are specific statements of student performance at the end of an instructional
unit. Educational objectives are sometimes referred to as behavioral objectives and are typically stated
with the use of verbs. The most popular taxonomy of educational objectives is Bloom's Taxonomy of
Educational Objectives. Bloom's Taxonomy consists of three domains: cognitive, affective, and
psychomotor. These three domains correspond to the three types of goals that teachers want to assess:
knowledge-based goals (cognitive), skills-based goals (psychomotor), and affective goals (affective).
Hence, there are three taxonomies that can be used by teachers depending on the goals. Each
taxonomy consists of different levels of expertise with varying degree of complexity. The succeeding
sections describe the taxonomies for the psychomotor and affective domain.

Bloom's Taxonomy of Educational Objectives in the Affective Domain describes five levels of expertise:
receiving, responding, valuing, organization, and characterization by a value or value complex. Table
2.1 provides an elaboration of this taxonomy. This will be discussed further in Lesson 4 on assessment
of affective learning.

Table 2.1. Taxonomy of Educational Objectives in the Affective Domain Level

Level Description Illustrative Verbs Sample Objective

Receiving Awareness or passive attention asks, chooses, Listens attentively to
to a phenomenon or stimulus identifies, listens the instruction of the
teacher
Responding Active attention and response answers, complies, Participates actively in
to a particular phenomenon or participates, practices, the focus – group
stimulus writes discussion
 Valuing Attaching value or worth to a completes, Demonstrates belief in
phenomenon or object. Valuing demonstrates, the value of the
may range from acceptance to differentiates, election process
commitment explains, justifies
Organization Organizing values into priorities adheres, defends, Defends the
by comparing, relating, and integrates, organizes, importance of
synthesizing specific values synthesizes graduate education in
the career of a
teacher
Internalizing Having a personal value acts, displays, Displays commitment
Values/ system that is now a influences, solves, to helping
Characterization characteristic of the learner verifies economically
by a value or disadvantaged
value complex students

In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not propose
levels unlike in the cognitive and affective domains. However, other scholars like Elizabeth Simpson
(1972) built a taxonomy for the psychomotor domain from the work of Bloom. In Simpson's Taxonomy
Educational Objectives in the Psychomotor Domain, seven levels of expertise are described:
perception, set, guided response, mechanism, complex overt response, adaptation, and Organizing.
Table 2.2 provides an elaboration of this taxonomy.

Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objective

Perception The ability to use sensory cues adjusts, describes, Detects non – verbal
to guide motor activity detects, identifies, cues from the
selects participants
Set The mental, physical, and begins, displays, knows, Shows motivation to
emotional sets that predispose recognizes, shows, learn a new skill
a person’s response to a states
different situations
Guided Demonstration of a complex copies, performs,
Performs the
Response skill through guided practice follows, reacts,
mathematical operation
like limitation and trial and error responds by following the steps
demonstrated by the
teacher
Mechanism Learned responses have assembles, dismantles, Plays the guitar
become habitual and fixes, manipulates,
movements can be performed plays
with some degree of
confidence and proficiency
 Complex Performance of motor acts assembles, dismantles, Demonstrates one's
Overt that involve complex fixes, manipulates, expertise in playing the
Response movement patterns in a quick, organizes (similar with guitar
accurate, and highly Mechanisms but
coordinated manner. performed in a more
Characterized by automatic accurate, more
performance and performance coordinated, and
without hesitation quicker way)
Adaptation Psychomotor skills are well adapts, alters, modifies, Modifies the dance
developed and the person can rearranges, varies steps to suit the
modify movement patterns to abilities of one's group
fit special requirements mates

Origination Creating new movement arranges, builds, Creates new steps for
patterns to fit a particular combines, creates, a contemporary
situation or specific problem. designs version of a classic
Learning outcomes emphasize dance hit
creativity based upon highly
developed skills.

Bloom's taxonomies of educational objectives for affective and psychomotor domains are able to
provide teachers with a structured guide in formulating more specific learning targets in the classroom.
The taxonomies serve as guide for teachers in both instruction and assessment of student learning in
the classroom. The challenge is for teachers to identify the levels of expertise that they expect the
students to achieve and demonstrate. This will then lead to the identification of the assessment methods
required to properly assess student learning. Higher level of expertise in a given domain requires are
assumed to require more sophisticated assessment methods or strategies.

Learning Targets

As previously learned from Assessment in Learning 1, a learning target is a statement on what students
are supposed to learn and what they can do because of instruction. Learning targets are more specific
compared with educational goals, standards, and objectives and lend themselves to more specific
instructional and assessment activities. Learning targets should be congruent with the standards
prescribed by a program or level and aligned with the instructional or learning objectives of a subject
or course. Teachers formulate learning targets from broader standards and learning objectives. The
learning targets should be clear, specific, and meaningful to students. Thus, learning targets are more
effectively stated in students' point of view, typically using the phrase “I can..." For example, “I can
differentiate between traditional methods and alternative methods of assessment".

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. Therefore, learning targets should specify both the content
and criteria of learning. With specific learning targets formulated, appropriate classroom instruction and
assessment can be designed.
The most common typology of learning targets are knowledge, reasoning, skill, product, and affect (also
known as disposition). Table 2.3 summarizes these types of learning targets.

Table 2.3. Description and Sample Learning Targets Type of Learning Targets

Type of Learning Description Sample

Targets
Knowledge targets Refers to factual, conceptual and I can discuss the research design
procedural information that students that I used for my thesis.
must learn in a subject or content area.
Reasoning targets Knowledge – based thought processes I can justify my choice of Analysis
that students must learn. It involves of Variance (ANOVA) as my
application of knowledge in problem – statistical analysis for my thesis
solving, decision – making, and other research.
tasks that require mental skills.
Skills targets Use of knowledge and or reasoning to I can perform Analysis of Variance
perform or demonstrate physical skills. (ANOVA) on research data using
the software SPSS.
Product targets Use of knowledge, reasoning, and skills I can write the results and
in creating a concrete or tangible discussion section of a thesis
product. manuscript.
Affective targets Refers to affective characteristics that I can appreciate the role of a thesis
students can develop and demonstrate adviser in the completion of a
because of instruction. thesis research.

What are the appropriate alternative methods of assessment for learning targets?

While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be assessed
by the use of alternative methods of assessment, three types of learning targets can be best assessed
using alternative assessments. These are skills, products, and affect.

Stiggins et al. (2006) defined skills type of learning targets as one's use of knowledge and reasoning to
act skilfully. In other words, skills refer to learning targets that require the development and
demonstration of behavioural physical task. To able to demonstrate skills or act skillfully, students must
be to possess the knowledge and reasoning ability related or relevant to the skill be demonstrated.
On the other hand, Stiggins et al. (2006) described product learning ta as the use of knowledge,
reasoning, and skills to create a concrete product products refer to learning targets that require the
development of a tangible high-quality product or output. Students are expected to create products have
certain core attributes that will serve as basis for evaluating its quality.

Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students' attitudes about school
and learning. In practice, we look at affect disposition to encompass a broad range of non - cognitive
attributes beyond attitude that may affect learning and performance, including motivation interest, and
other affective states. The development of affect/disposition simultaneously occurs as a student learns
concepts and skills in the classroom.
Table 2.4 provides further examples of learning targets for skills, products, and affect across different
subject areas:

Table 2.4. Sample Learning Targets Across Subject Areas

Subject Area Typology of Learning Learning Targets

Targets
English Skills Participate in conversation with others.
Products Write an argumentative essay where arguments
are justified by providing factual or empirical data
as support.
Affect Enjoy reciting a poem in front of an audience.
Physical Education Skills Dribble the ball to cross the half court.
Products Create a three – month personal fitness plan.
Affect Show determination to complete the physical task.
Mathematics Skills Measure angles using a protractor.
Products Given the data, construct a histogram with normal
curve using SPSS.
Affect Demonstrate interest in attending mathematics
class.
Science Skills Use laboratory equipment properly.
Products Prepare a report about the field observation.
Affect Consider the safety of others in the conduct of an
experiment.
Social Studies Skills Participate in civic discussions on current social
issues.
Products Create a timeline for the 2017 Marawi Siege.
Affect Argue with others in a constructive manner.

Once the learning targets are identified, appropriate alternative methods of assessment can be selected
to measure student learning. In terms of skills, having the required skills to apply one's knowledge and
reasoning skills through the performance of a behavioural or physical task is a step higher than simply
knowing or being able to reason based on knowledge. Hence, skills targets are best assessed among
students through performance-oriented or performance - based assessment as skills are best gauged
through actual task performance.

In terms of products, a student's knowledge, reasoning, and skills are all required before one can create
a meaningful product or output. Obviously, product targets are best assessed through product
assessment. Given the need to also give value to the process of creating a product, performance
assessment is also typically used vis-a-vis product assessment.

For affect or disposition, a student may already hold a particular affect or position in relation to a
particular lesson or learning target and such affect may change or not depending on the learning and
instructional and assessment experiences of the student. Affect or disposition is best assessed through
affective assessment or the use of self-report measures (checklists, inventories, questionnaires, scales)
and other alternative strategies to assess affective outcomes.

The next table presents a simple matrix of the different types of learning targets best assessed through
alternative assessment methods.

Learning Targets Performance - Product - Portfolio Self – Report

Oriented Oriented Scale
Skills ✓✓✓ ✓✓✓ ✓✓✓ ✓
Products ✓✓✓ ✓✓✓ ✓✓✓ ✓
Affect/Disposition ✓ ✓ ✓✓✓ ✓✓✓

Note: More checks mean better matches.

Across the different non - traditional or alternative methods of assessment, teachers can expand the
role of assessor to other students (peer assessment) and the student themselves (self-assessment).
This allows assessment to become really authentic. There are also other methods or strategies for
alternative assessment, and it is up to the teachers to select the method of assessment and design
appropriate tasks and activities to measure the identified learning targets.

IV. Learning Activities

Activity 2.1
Based on the lessons on the basic concepts and principles in assessing learning using non-traditional
or alternative methods, explain the six principles in relation to your experience with a previous or current
teacher in one of your courses/subjects.

Principle Illustration of Practice

1. Assessment is both process – and product
– oriented.

2. Assessment should focus on higher – order

cognitive outcomes.

3. Assessment can include a measure of non -

cognitive learning outcomes.

4. Assessment should reflect real – life or real

– world contexts.

5. Assessment must be comprehensive and

holistic.

6. Assessment should lead to student learning.

Activity 2.2
Select a specific lesson for a grade level that you think should be able to teach and handle when you
are already a teacher in school. Using the DepEd curriculum guide for the subject, create an assessment
plan for student learning by formulating learning targets that can be best assessed using alternative
methods of assessment (you may focus on skills, products, affective or any combination of these
learning targets). Then, propose specific non-traditional assessment tasks or activities to measure the
identified learning targets.

Assessment Plan Using Alternative Assessment Methods

Subject
Specific Lesson
Learning Outcomes/Instructional Objectives
(3 objectives – CAP domain)

Learning Targets
(choose 3 out of the 5 learning targets)

Assessment Task/Activity (Alternative)

Why use this assessment task/activity?

How does this assessment task/activity help you

improve your instruction?

How does this assessment task/activity help your

students achieve the intended learning
outcomes?