Module 5 – Traditional and Non-traditional Assessments

Study hard and get good grades!

“Study hard and get good grades and you will find a high-paying job with great benefits”  –            Robert Kiyosaki on Rich Dad, Poor Dad

As a kid, I am frequently told by my parents to study hard and get good grades. For all I know is for them to be proud of me, especially my father. So I grew up putting much attention in getting high ratings in examinations, quizzes, projects and everything to excel in my academics.

As a student, I have my own version of doing my reviewer in preparation for the upcoming test, exams, and tasks. I recall back then when I was in college, I used to write all the key pointers of what I have learned about the subject that might appear in the exam. That key pointer was written as an acronym for an easy memorization of definitions and terms. ( Remember the KISS? Keep It Short and Simple! ). Before the scheduled midterm or final examination, I make sure to create a reviewer written in a piece of yellow pad paper. That reviewer seems to be my best friend and my only hope to pass the test and get a high score in the test. In short, I rely on my reviewer.

Most of the time, I prefer taking the traditional kind of exam. I knew myself well because I usually tend to recall information from a subject-centered approach of teaching when I was studying in a traditional school setting. Most of the assessment formats used during my time include matching type, fill in the blanks, true or false, identifications, and the multiple-choice test. Sometimes there are subject that includes essay type of question; the kind of assessment format that threatens me. The reason why is because, I am an introvert person and I just don’t know how to express myself well in writing, especially using the English language. I had a difficulty in choosing the right words to say or write that best suits what I really wanted to convey. I am just thankful now that I am gradually adapting an adult learning through writing a reflection and insights like this, considering this is one kind of a non-traditional assessment. (Kudos to this subject!)

I found lessons in this module, which made me, realize that as a student I can use a higher order thinking skills, analyze, synthesize and apply what I have learned in a substantial manner just like an authentic assessment, performance or constructivists assessment that was termed also as non-traditional assessments: a broad range of innovative forms of assessment.

At the end of the day, a test should be just a test. It should not be something that makes or breaks a child’s future endeavor.


Module 4 Classroom Assessment


When I was still studying, I always put much attention to periodical exams especially when I was in elementary and High school. Aside from the periodical exam, there are short quizzes, oral or graded recitation, and projects. These are the common assessment formats I know that were used in school back then. My understanding of assessment in the past is different from what kind of approach I am currently experiencing now here in UP-Open University. Well, especially writing a blog is not my forte, but I found this as an effective way of learning by writing a reflections and insights of what I’ve learned.

Looking back, I remember how I religiously make reviewers for the upcoming examination. Memorizing many terms and definitions because getting high scores/grades will make me passed the grading period. It’s the same when I was in college. What makes it different is that, some instructor will exempt students to take final examination because the score obtained during midterm examination is probably enough to cover the grade for the whole course. How ironic isn’t it? Well this is some kind of a benefit for the student and a lesser work for teacher. It’s a different story. Though I love to be exempted to take the most difficult exam of the entire subject (talking about the final exam) Ha-ha! So what’s the point? Did I really learn? Or could have just stamped my classcard as Passed? As a learner, I would have approached learning through reflection.

In this module I’ve learned about the characterizing feature of Formal and Informal assessment as well as the Formative and Summative assessment. But I wonder why I have to look back on the previous discussion with regards to Formative and Summative assessment. Then I realized when I was reading, that the purpose of Formative assessment is to improve learning and achievement, thus Assessment FOR learning is what formative assessment purposely represents. As per previous discussion, Formative assessment is designed to assist the learning process by providing feedback to the learner, which can be used to identify strengths and weakness and hence improve future performance. Summative assessment, on the other hand, purposely represents Assessment OF learning. This assessment is used primarily to make decisions for grading or determine readiness for progression which is typically occurs at the end of an educational activity. With Informal assessment, the judgments are integrated with other tasks. Like for example, the lecturer feedback. This is less stressful to the students. However, informal feedback is prone to high subjectivity or bias. Formal Assessment occurs when the task is for assessment purposes. For example, written examination. That is why; most formal assessment is also summative in nature and tends to give greater motivation impact.

As a professional in an organization, particularly as personnel in the operations department of a Financial Institution (Stock market Broker: Investing), Evaluation is an important tool for improving management. Through organizational assessment – commonly known as evaluation – the effectiveness of an organization is measured in terms of its functioning, problems and achievements from both the behavioural and social system points of view. A clear understanding of the objectives and purpose of evaluation can provide the framework for assessment. Data can be collected through questionnaires, interviews, observation methods and focused group interviews just like quizzes, oral or graded recitation, midterm and final exams that are used in school. In an organization or corporate institution assessment phase includes the collection of information, analysis and interpretation of collected information and use of the information and analysis.

Whatever significant experiences we had in assessment, Formative or Summative, in either case, the score or grade is a marker of performance; each can be interpreted differently to serve either of the two purposes.


Lawler, E.E., III, Nadler, D.A., & Cammann, C. (eds) 1980. Organizational Assessment. New York, NY: John Wiley.