Alternative assessment

Learning Theories

1. ALTERNATIVE ASSESSMENT Hernán Sarasty 1/4 3

2. CONTENT Portfolios Definition, characteristics Advantages, guidelines Observation Journal Summary and activities 2 /43 Tests Vs Assessment Definition and Characteristics Traditional Vs Alternative Why alternative assessment

3. QUESTIONS TO DISCUSS What are the differences between test and assessment? What does alternative assessment mean? What is the difference between traditional and alternative assessment? 3 /43

4. TESTS VS. ASSESSMENT 4 /43

5. TESTS Formal procedures Strict time limitations A test is a “product” that measures a particular behavior or set of objectives. 5 /43

6. ASSESSMENT Includes all occasions Both formal and informal Assessment is seen as a procedure instead of a product. Assessment is used during and after the instruction has taken place. 6 /43

7. THREE BASIC ASSESSMENT TY PES Selected response T/F, matching , multiple choice Constructed response Fill-in, short answer, performance assessments Personal response Conferences, portfolios , self/peer assessments 7 /43

8. ALTERNATIVE ASSESSMENT Definition : Any method of finding out what a student knows or can do that is intended to show growth and inform instruction and is alternative to traditional forms of testing, namely, multiple-choice tests. 8 /43

9. 185,244 users 9 /43 ALTERNATIVE ASSESSMENT AUTHENTIC ASSESSMENT PERFORMANCE BASED ASSESSMENT Used to mean variants of assessment that require students to generate rather than chooses a response.

10. CHARACTERISTICS OF ALT. ASSESSME NT Require Ss to perform, create, produce Use real-world context or simulations Assess Ss on what they do in class every day Focus on processes as well as products Higher-level thinking & problem-solving skills Provide info. About Ss’ strengths and weaknesses Use human judgement in scoring 10 /43

11. 11 TRADITIONAL ALTERNATIVE One-shot tests Continuous, longitudinal assessment Indirect tests Direct assessment Inauthentic tests Authentic assessment Individual projects Group projects No feedback provided to learners Feedback provided to learners Speeded exams Untimed exams Decontextualized test tasks Contextualized test tasks Norm- referenced score interpretation Criterion-referenced score interpretation Standardized tests Classroom-based tests

12. 12 TRADITIONAL ALTERNATIVE One shot , standardized exams Continuous long-term assessment Timed, multiple- choice format Untimed, free-response format Decontextualized test items Contextualized communicative Scores suffice for feedback Individualized feedback/ washback Norm-referenced scores Criterion-referenced scores Focus on the “right” answer Opened-ended, creative answers Summative Formative Oriented to product Oriented to process Non-interactive performance Interactive performance Foster extrinsic motivation Foster intrinsic motivation

13. ADVANTAGES 13 /43 They provide a means of assessing valued skills that cannot be directly assessed with traditional tests. They provide a more realistic setting for student performance than traditional tests. They focus on student performance and the quality of work performed by students. They can be easily aligned with established learning outcomes.

14. DISADVANTAGES 14 /43 Alternative assessments can be time consuming, costly, and involve a far more elaborate process. These can also become disastrous and affect a child’s self esteem. There is hardly any objective scope in alternative assessments as there are no predefined answers and solutions.

15. EVALUATION WITHOUT TESTS Portfolios Journals Conferences, interviews Observations Performance assessment Self and peer assessment 15 /43

16. WHY ALTERNATIVE ASSESSMENT? Uncertain about tests scores What’s the real difference between scores of 59 and 61 (esp. 60=passing score Small or chance difference in test scores No such thing as a perfect test 16 /43

17. WHY ALTERNATIVE ASSESSMENT? Multi-method assessment in order to account for multi-culture, multi-intelligences of learners. It can assess learning processes in an ongoing manner. Many Ts become dissatisfied with the mismatch between how they teach & how assessment is done. 17 /43

18. PORTFOLIOS A portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for judging merit, and evidence of student self-reflection” (Paulson, Paulson & Meyer, 1991). 18 /43

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20. Teacher and students can negotiate to decide what is included. The learner has some control over what is being assessed. Not necessary to include everything, depending on the purpose. To document development over time (e.g., drafts). CHARACTERISTICS OF PORTFOLIOS 20 /43

21. 21 /43 TYPICAL PORTFOLIO Introduction: portfolio contents, reflective essay Academic works Personal section, e.g. journals, photos Assessment section, e.g. journals, photos Assessment section: evaluation from peers, teachers.

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23. GUIDELINES State objectives clearly. Give guidelines on what materials to include. Communicate assessment criteria to students. Designate time within the curriculum for portfolio development. 23 /43

24. GUIDELINES Establish periodic schedules for review and conferencing. Designate an accessible place to keep portfolio. Provide positive washback-giving final assessments. 24 /43

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26. ADVANTAGES Foster intrinsic motivation, responsibility & ownership Promote S-T interaction with T as facilitator Individualize learning & celebrate uniqueness of each student Provide tangible evidence of a S’s work 26 /43

27. ADVANTAGES Facilitate critical thinking, self-assessment, & revision processes Opportunities for collaborative work w/ peers Assessment of multiple dimensions of language learning 27 /43

28. 28 /43 GOOD ASSESSMENT METHOD? Check against the characteristics of good assessment: Validity Reliability Practicality Authenticity Washback (Brown 259; Bailey 218)

29. Purpose: For teachers to make inferences about instructional or learning processes or strategies To explain failure to learn Systematic, planned procedure for real-time recording of S verbal and nonverbal behavior 29 /43

30. OBSERVATION Planning classroom observation: the objectives of the observation aspects of teaching/learning included in obs. keep elements of observation at one time limited number of Ss being observed at one time 30 /43

31. OBSERVATION how many observations, one occasion or repeatedly? how to record your observations Anecdotal records, checklists, rating scales (Brown 268) how you will use the results 31 /43

32. JOURNAL Definition: An account of one’s thoughts, feelings, reactions, assessments, ideas, or progress toward goals. With little attention to structure, form or correctness. 32 /43

33. JOURNAL Features: Self-reflection Writing practice; writing as a thinking process Individualization Communication with the teacher Most formative 33 /43

34. JOURNAL Guidelines: Introduce Ss to the concept of journal writing. State the objectives of the journal Give guidelines of what kind of topics to include Provide optimal feedback in your responses Designate appropriate time frames & schedules for review Provide formative, washback-giving final comments 34 /43

35. 35 /43 THANKS!