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    Alternatives To Selected-Response Assessment

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    yunangraeni
    This document discusses different types of assessments including selected-response, constructed-response, written, performance, senior projects, and portfolios. It notes that selected-response assessments like multiple choice have been widely used but have limitations in measuring certain skills like writing. Alternative assessments aim to measure skills like teamwork and communication but also have challenges like high costs and complexity. Both selected-response and alternative assessments can influence teaching in either positive or negative ways depending on how they are designed and implemented.

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    Alternatives To Selected-Response Assessment

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    yunangraeni
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    This document discusses different types of assessments including selected-response, constructed-response, written, performance, senior projects, and portfolios. It notes that selected-response assessments like multiple choice have been widely used but have limitations in measuring certain skills like writing. Alternative assessments aim to measure skills like teamwork and communication but also have challenges like high costs and complexity. Both selected-response and alternative assessments can influence teaching in either positive or negative ways depending on how they are designed and implemented.

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    This document discusses different types of assessments including selected-response, constructed-response, written, performance, senior projects, and portfolios. It notes that selected-response assessments like multiple choice have been widely used but have limitations in measuring certain skills like writing. Alternative assessments aim to measure skills like teamwork and communication but also have challenges like high costs and complexity. Both selected-response and alternative assessments can influence teaching in either positive or negative ways depending on how they are designed and implemented.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    49 views2 pages

    Alternatives To Selected-Response Assessment

    Uploaded by

    yunangraeni
    This document discusses different types of assessments including selected-response, constructed-response, written, performance, senior projects, and portfolios. It notes that selected-response assessments like multiple choice have been widely used but have limitations in measuring certain skills like writing. Alternative assessments aim to measure skills like teamwork and communication but also have challenges like high costs and complexity. Both selected-response and alternative assessments can influence teaching in either positive or negative ways depending on how they are designed and implemented.

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    of 2

    Name : Yun Angraeni Saputri

    Reg. Numb : G2Q118001

    The advantages and disadvantages of different types of as-sessment.

    ALTERNATIVES TO SELECTED-RESPONSE ASSESSMENT

    Alternatively, an assessment can require a student to develop his or her own answer in response to a
    stimulus, or prompt. An assessment of this form, such as one that requires an essay or a solution to a
    mathematical problem, is called a constructed-response assessment. Neither the prompts nor the
    responses need be written, however. Responses commonly include any form whose quality can be
    judged accurately, from live performances to accumulated work products. For this reason, constructed-
    response assessments are also called performance assessments. In our study, we also used the less
    technical term alternative assessment as a synonym for both of these terms.

    The classification system is based primarily on format—how the questions are presented and
    how responses are produced. However, selected-response and constructed-response assessments differ in
    many other ways, including the complexity of their development, administration, and scoring; the time
    demands they place on stu-dents and teachers; their cost; and the cognitive demands they make on
    students.

    Written Assessments
    Written assessments are activities in which the student selects or composes a response to a
    prompt. In most cases, the prompt con-sists of printed materials (a brief question, a collection of historical
    documents, graphic or tabular material, or a combination of these).
    Performance Tasks
    Performance tasks are hands-on activities that require students to demonstrate their ability to
    perform certain actions. This category of assessment covers an extremely wide range of behaviors,
    including designing products or experiments, gathering information, tabulat-ing and analyzing data,
    interpreting results, and preparing reports or presentations.
    Senior Projects
    Senior projects are distinct from written assessments and perfor-mance tasks because they are
    cumulative, i.e., they reflect work done over an extended period rather than in response to a particular
    prompt. The term senior project is used here to identify a particular type of culminating event in which
    students draw upon the skills they have developed over time. It has three components: a research paper, a
    product or activity, and an oral presentation, all associated with a single career-related theme or topic.
    Portfolios
    Like a senior project, a portfolio is a cumulative assessment that represents a student’s work and
    documents his or her performance. However, whereas a senior project focuses on a single theme, a
    portfolio may contain any of the forms of assessments described above plus additional materials such as
    work samples, official records, and student-written information.
    Some portfolios are designed to represent the student’s best work, others are designed to show
    how the student’s work has evolved over time, and still others are comprehensive repositories for all the
    stu-dent’s work.
    Portfolios present major scoring problems because each student in-cludes different pieces. This
    variation makes it difficult to develop scoring criteria that can be applied consistently from one piece to
    the next and from one portfolio to the next. States that have begun to use portfolios on a large scale have
    had difficulty achieving accept-able quality in their scoring (Stecher and Herman, 1997), but they are
    making progress in this direction.
    One approach is to set guidelines for the contents of the portfolios so that they all contain similar com-
    ponents.

    COMPARING SELECTED-RESPONSE AND ALTERNATIVE ASSESSMENTS


    For decades, selected-response tests (multiple-choice, matching, and true-false) have been the
    preferred technique for measuring student achievement, particularly in large-scale testing programs. In
    one form or another, selected-response measures have been used on a large scale for seventy-five years.
    there are limitations to using multiple-choice and other selected-response measures. First, these
    traditional forms of assessment may not measure certain kinds of knowledge and skills effectively. For
    example, it is difficult to measure writing ability with a multiple-choice test. Similarly, a teacher using
    cooperative learn-ing arrangements in a classroom may find that selected-response measures cannot
    address many of the learning outcomes that are part of the unit, including teamwork, strategic planning,
    and oral communication skills. In these cases, multiple-choice tests can only provide indirect measures of
    the desired skills or abilities (e.g., knowledge of subject-verb agreement, capitalization, and punctua-tion,
    and the ability to recognize errors in text may serve as surro-gates for a direct writing task). Second, when
    used in high-stakes assessment programs, multiple-choice tests can have adverse effects on curriculum
    and instruction. Many standardized multiple-choice tests are designed to provide information about
    specific academic skills and knowledge. When teachers focus on raising test scores, they may emphasize
    drill, prac-tice, and memorization without regard to the students’ ability to transfer or integrate this
    knowledge. Instruction may focus on nar-row content and skills instead of broader areas, such as critical
    thinking and problem solving (Miller and Legg, 1993).
    In fact, they may have many of the same flaws cited for multiple-choice tests. Critics argue that
    poorly designed alternative assessments can also be very narrow, so that teaching to them may also be
    undesirable. For example, mathematics portfolios may overem-phasize “writing about mathematics” at
    the expense of learning mathematical procedures. In addition, alternative assessments have practical
    problems, including high cost, administrative complexity, low technical quality, and questionable legal
    defensibility (Mehrens, 1992).

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