Alternative Assessment
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ALTERNATIVE ASSESSMENT
ED 225 – MODERN TRENDS AND DIRECTIONS IN
CURRICULUM AND TEACHING
Harold R. Siapo
ALTERNATIVE ASSESSMENT
refers to procedures and techniques which can be used within the context of instruction and can be easily be incorporated into the daily activities of the school or classroom (Hamayan 1995).
ALTERNATIVE ASSESSMENT
is broadly defined as any assessment method that is an alternative to traditional paper-and-pencil tests (Teaching Today).
ALTERNATIVE ASSESSMENT
its instruments are not only designed and structured differently from traditional tests, but are also graded and scored differently (The Essentials of Language Teaching 2003).
TRADITIONAL VS. ALTERNATIVE
Traditional Assessment Alternative Assessment
Generally relies on forced-choice, written measures
Promotes integration of various written and performance measures
Relies on proxy measures of student learning to represent target skills
Relies on direct measures of target skills
Encourages memorization of correct answers
Encourages divergent thinking in generating possible answers
Goal is to measure acquisition of knowledge
Goal is to enhance development of meaningful skills
TRADITIONAL VS. ALTERNATIVE
Traditional Assessment Alternative Assessment
Curriculum directs assessment
Assessment directs curriculum
Emphasis on developing a body of knowledge
Emphasis on ensuring proficiency at real-world tasks
Promotes “what” knowledge Promotes “how” knowledge
Provides a one-time snapshot of student understanding
Provides an examination of learning over time
TRADITIONAL VS. ALTERNATIVE
Traditional Assessment Alternative Assessment
Emphasizes competition Emphasizes cooperation
Targets simplistic skills or tasks in a concrete, singular fashion
Prepares students for ambiguities and exceptions that are found in realistic problem settings
Priority on summative outcomes or product
Priority on the learning sequence or process
WHAT ARE THE
FACTORS DRIVING
ASSESSMENT
REFORM TODAY?
CHANGING ECONOMY
CHANGING VIEW OF LEARNING
CHANGING STUDENT ATTITUDES
WHAT ARE THE BARRIERS TO EXPLORING AND
EXPLOITING NEW ASSESSMENT METHODS?
FACULTY RESISTANCE
UNDER-RESEARCHED
ASSESSMENTS
WHAT RESEARCH SAYS
ABOUT ALTERNATIVE
ASSESSMENT?
Hamayan (1995) pointed out that alternative assessments are
based on actual performance in authentic situations which the
learner is likely to encounter in his or her daily life.
Worley (2001) concluded that there are two opposing forces that
influence educational assessment today: the Behaviorists and the
Constructivists.
Lombardi (2008) being an adherent of alternative assessment
provided strategies on how to assess several alternative
methods whether individual or group work.
Muirhead (2002) stated that a relevant approach to assessing
adult learners supports a student-centered educational philosophy.
Frykedal and Chiriac (2011) concluded that the use of group
work in alternative assessment is to develop group work abilities
and not as means to acquire academic knowledge.
Tannenbaum (1997) asserted that alternative assessment holds great promise for English as
Second Language (ESL) students.
Green enumerated the disadvantages of alternative
assessments.
difficulty in quantifying data the issue of parity no time pressure costly career uncertainty