In the past decade, some clear trends have emerged in classroom assessment. Most established traditions focusing assessment on “ Objective “ testing at the end of instruction are being supplemented with, or in some cases replaced by assessment during instruction- to help teachers make moment-by-moment decisions and with what are called “ alternative “ assessments. Alternatives assessments include authentic assessment, performance based assessment, portfolios, exhibitions, demonstrations, journals, and other forms of assessment that require the active construction of meaning rather than the passive regurgitation of isolated facts.  These assessments engage student in learning and require theories skills, and thus they are consistent with cognitive theories of learning and motivation as well as societal needs to prepare students for an increasingly complex workplace.

Another trend is the recognition that knowledge and skills should not be assessed in isolation. Rather, it is necessary to assess the application and the use of knowledge and skills together. More emphasis is now placed on assessing thinking skills and collaborative skills that are needed to work cooperatively with others. Students are now expected to self-assessment rather than rely on others for feedback. Newer forms of assessment provide opportunities for many correct answers, rather than a single right answer, and rely on multiple sources of information.

By: Elma R. Baciles | Teacher III | EC Bernabe Bagac National High School | Bagac, Bataan