Assessment, whether in any form, gives essential feedback and ideas depending on its purpose and objective. Every kind of assessment carries underlying social assumptions that influence how learning is viewed and valued.

Traditional assessments, such as standardized tests and written exams, often assume that intelligence and learning can be objectively measured through uniform tasks and scores. This reflects a belief in fairness through standardization, but it may overlook individual differences in learning styles, language backgrounds, or cultural contexts. The consequence for learners is that those who excel in memorization or test-taking strategies are rewarded, while creative or critical thinkers may feel undervalued or anxious.

On the other hand, performance-based assessments assume that learning is best demonstrated through real-world application and active engagement as its name suggested. This benefits learners who thrive in hands-on, collaborative, or reflective tasks but may disadvantage those who are less confident expressing ideas publicly or through projects. An example of an alternative form of assessment is the portfolio assessment, where students compile a collection of their work over time to showcase progress and achievement. This method values learning as a process rather than a one-time event, emphasizing reflection, growth, and individuality. Portfolio assessment encourages autonomy and metacognitive awareness, as learners must evaluate their own strengths and areas for improvement. However, it can be subjective and time-consuming to evaluate, potentially creating inconsistency if clear rubrics are not used.

Overall, alternative assessments like portfolios promote a more holistic and learner-centered approach, recognizing multiple intelligences and fostering deeper, more meaningful learning experiences.