CHAPTER 1/ LESSON 1 : Basic Concepts, Theories and Principles in

Assessing Learning using Alternative Methods

In this lesson, we discuss the meaning of assessment, which refers to

measuring the knowledge of students and the methods and techniques used to

deliver the lesson. It is generally defined as a process of gathering data, whether

qualitative or quantitative. We also tackle the assessment of learning, where it's a

way to measure the students knowledge of the lesson, if they are already aware of

the lesson, and where and how the teacher starts the discussion. Assessment for

students is defined as the use of assessment to identify the needs of students in

order to modify instructions or the learning activities in the classroom.

We're also tackling alternative assessment or another method of assessment.

First is the traditional assessment, which is defined as strategies or tools to provide

information about students learning; it is typically objective and subjective and uses a

paper and pencil test to assess students. The next is the authentic assessment,

which is more performance-based and product-oriented. The third is the portfolio

assessment; from the word itself, it means to use the portfolio in a purposeful and

systematic manner in order to document the process of attaining the learning targets

of the students, or in other words, it is the written evidence of the learner.

This lesson also discusses the model of non-traditional assessment. Emergent

assessment: this model assessment focuses on determining the effects of

instructions on the students' intended and unintended outcomes. The next one is the

development assessment. This model adopts a pre-test and post-test methodology

to see how the students information has developed or improved after instructions.

Through this lesson, I realized the importance and difference between the use of

alternative assessments and where and how to apply those assessments.

CHAPTER 1: LESSON 2 Learning Target for Performance and Product-
Oriented Assessment

The lesson focuses on the "Bloom Taxonomy of Education Objectives, which

consists of three domains that correspond to the three goals that the teacher wants

to assess. First are the knowledge-based goals (cognitive), the skills-based goals

(psychomotorf three domains that correspond to the three goals that the teacher

wants to assess. First are the knowledge-based goals (cognitive), the skills-based

goals (psychomotor), and lastly, the affective goals (affective). But before we

continue in our discussion ofthe three domains, we have a brief brainstorming

session about educational objectives, which refer to the performance of the students

at the end of the instruction unit.

The Bloom Taxonomy of Education Objective: the first is the knowledge base

goal, or the cognitive It is the domain thatattempts to improve a person's cognitive

abilities and knowledge acquisition. The second is the psychomotor; we tackle the

seven levels of this domain: perception, set guide response, mechanism, complete

overt response, adoption, and origination. The last domain is the affective, where

there are five levels: receiving, responding, valuing, organizing, and internalizing

value.

We also discourse the learning target, which is the statement on what students

are supposed to learn and the different types of learning targets. There are five types

of learning targets: knowledge target, reasoning target, skills target, product target,

and affective target. Those learning targets are a way to know what they are

expected to learn during the session. It's important to acknowledge the learning

targets because, in the absence of a clear learning objective, students are forced to

guess about what they should learn.

CHAPTER 2/LESSON 3: Guidelines in Developing Performance Assessment
Tools

For this lesson, we will discuss the meaning of the performance assessment
known as alternative assessment, which is a form of testing that requires students to
perform tasks rather than select an answer from a set of alternatives or options. This
assessment is an activity or a set of activities that require students to generate
products and perform. There are two (2) types of performance assessment: "product-
based assessment ' and "performance-based assessment '. Under product-based
assessment, there are four (4) categories: visual products, kinesthetic products,
written products, and verbal products, while performance-based assessment also
has four (4) categories: oral presentation or demonstration, dramatic or creative
performance, public speaking, and lastly, athletic skills demo or competition.

We also tackle the characteristics of a good performance assessment and the

basic steps in planning and executing performance besed assessment . The first

step is to (1) Define the purpose of performance based assessment, second (2) step

is to choose the activity ,3rd (3) is to define the criteria, fourth (4) is to create the

performance rubrics and last (5) is the assess the performance '. After discussion of

the steps in planning and executing performance based assessment we proceed to

the different type of the rubrics. The holistic rubrics where it is refer to the single

score based on overall impression, the analytic rubrics refers to give an specific

feedback , next is the general rubrics it's contains criteria that are general across

tasks and next is the task specific from the word itself it is an rubrics that unique and

specific task. The four types of criteria the content criteria, process criteria, quality

criteria and the impact criteria. Our last topic in this lesson is the other way to record

performance based assessment result, the checklist approach, narrative/anecdotal

approach, rating scale approach and lastly the memory approach.

CHAPTER 2/ LESSON 4: Affective Assessment

From the title itself, this lesson is about affective assessment, which refers to

the measurement of learners feelings, values, interests, attitudes, motivation, beliefs,

and so on. We also discuss the valuable reasons why this assessment is important

and the Taxonomy of Affective Domains of Learning. It has five levels: receiving,

which means awareness or attention to the object or activity; responding, which

refers to attending or reacting to certain events or stimuli; valuing, which means

giving worth to the content by showing involvement in the event or object;

internalizing a new value; and lastly, characterizing thatacting consistently with the

new value.

The next topic we discuss is the six 'Important Affective Traits for Assessment

in Learning," which include attitude, values, beliefs, interest, motivation, and self-

confidence. Next, we proceed with the discussion about the assessment tools to

measure affective learning outcomes. We have four measuring instruments to

measure the affective learning outcome. The first one (1) is the self-report, and

under the self-report there are three: (a) the rating scale, (b) semantic differential,

and the third (3) is the checklist. The second measuring tool is the 'interview," the

third one (3) is the "student journal," and the last is the observation.
CHAPTER 2/ LESSON 5: Portfolio Assessment

Portfolio assessment refers to an alternative to pen-and-paper objective tests

as an approach to assessing students' learning. It is a purposeful, ongoing, dynamic,
and collaborative process of gathering multiple indicators of the students' growth and
development in a course or program of study. In doing portfolio assessment, it
should be guided by the content principle, learning principle, and equity principle.
This assessment also has three types: the working portfolio, the show portfolio, and
the documentary portfolio.

The portfolio assessment has eight development processes. The 'set goal" is
the first step in portfolio assessment in which the students set their goals for
developing a learning portfolio. The second is "collect." At this stage, the students
should start collecting all possible entries in their portfolio. Third is the "select." This
is the stage where the students select what will finally be used to gauge their
success from all their collections of possible entries in a portfolio. 'Organize' is the
fourth process; it is the stage where the students decide on how they will organize
their entries. For the fifth process, it is "reflect." An important trait of a portfolio is the
presence of the student's reflections on his or her experiences. For the sixth process,
it is "evaluate." This is the stage where the students, their peers and teachers, or
even the parents are involved in rating the achievement of the students based on
their evidence of learning, their reflections of their experiences, and the organization
of their portfolio. The next one is "Confer," the stage when the teachers confer with
the students or parents to discuss the performance of the students. And lastly, the
'Exhibit." This is the time to celebrate success in the form of an exhibit of students'
portfolios.
CHAPTER 2/LESSON 6 : Developing and Using Rubrics for Non- Traditional
Assessment

The rubric refers to the assessment tool that specifies the performance

expectations for any kind of student work, particularly those that are not traditional in

nature, such as portfolios, outputs or projects, performances, collaborative work, and

research. Student performances and outputs that can be assessed by rubric through

product-based assessment and performance-based assessment Under the product

base assessment, the visual products, the kinesthetic products, the written products,

and the verbal products The performance-based assessments include the oral

presentation or demonstration, dramatic or creative performance, public speaking,

and the athletic skills demo or competition. We also tackle the four types of rubrics.

The holistic rubrics indicatea single score based on the overall impression of the

student's performance on a task. The analytical rubric refers to providing specific

feedback along several dimensions.

CHAPTER 3/ LESSON 7 : Organization and Analysis of Assessment Data from
Non- Traditional Methods

Prepared has a simple meaning as 'to be ready," but in this lesson we discuss

that prepare in assessment is also known as an order to analyze, present, and select

the results of non-traditional forms of assessment. You need to know how to use and

interpret the results of descriptive and inferential statistics. n addition, we also tackle

the quantification of results from rubrics. In the creation of rubrics, there are scales

that represent the degree of performance. This degree of performance can range

from high to low. We also discuss the different kinds of scale score rates and check

lists, how they are used, and what kind of situations they are appropriate for.

The quantifying results from scales and checklists, first is the Likert Scale it is

define as a tool to measures students' favorability and unfavourability towards a

certain object. The second is the Verbal Frequency scale it is used to measure how

often a habit is done. For the third one the Linear numeric scale it is refer to used

when a large array of rating is provided among the participants within a continuum.

For the fifth is the Semantic differential scale, this scale is used to describe the

object or behavior by making use of two opposite adjectives. Lastly the Graphic

scale this scale uses illustrations to represent the degree of presence or absence of

the characteristics measured. The last topic we discuss is the Quantifying results of

portfolios, there asw three criteria in assessing the portfolio (1) completeness of the

entries, (2) accuracy of the reflections and (3) the contents are organized with proper

sequence.
CHAPTER 3/ LESSON 8: Communicating and Reporting of Assessment Data
from Non- Traditional Methods

One of the key factors of communication is feedback, and based on how we

tackle feedback in education, it is defined as a powerful means of helping learners

improve their academic performance. Feedback is a specific method that allows the

learner to determine which part of their performance needs to be changed in order to

improve. Feedback during performancecan come in the form of verbal or non-verbal.

Verbal feedback can be written on big signage (like a poster of a handy white bard)

where it is visible for the learner to see. On the other hand, the feedback after

performance needs to wait for the duration of the task to be completed before being

given. This is appropriate when learners are provided another opportunity to revise

and show their performance again. There are three (3) types of feedback: "focus on

the product or performance." This kind of feedback describes how well the

performance was done. Next is the 'focus on the procedure." This kind of feedback

focuses on the step-by-step process that needs to be done by the learner. And lastly,

the 'focus on the strategy to improve the work' strategies refer to the different

cognitive and metacognitive actions that the learner needs to think about in order to

arrive at a better work or performance.