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"Alternative Forms of Assessment Are Well-Suited For Effective Instruction." Reflection Paper

Alternative forms of assessment are well-suited for effective instruction by allowing teachers to authentically evaluate higher-order skills like problem-solving, critical thinking, and creative thinking. They provide benefits like capturing real examples of complex achievement, improving coherence between lessons and evaluations, and addressing different learning styles. Alternative assessments also lessen student stress compared to standardized tests by providing flexibility in timing and implementation.

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Ronald Almagro
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884 views2 pages

"Alternative Forms of Assessment Are Well-Suited For Effective Instruction." Reflection Paper

Alternative forms of assessment are well-suited for effective instruction by allowing teachers to authentically evaluate higher-order skills like problem-solving, critical thinking, and creative thinking. They provide benefits like capturing real examples of complex achievement, improving coherence between lessons and evaluations, and addressing different learning styles. Alternative assessments also lessen student stress compared to standardized tests by providing flexibility in timing and implementation.

Uploaded by

Ronald Almagro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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“Alternative forms of assessment are well-suited for effective instruction.

”
REFLECTION PAPER
Alternative assessment is somewhat of a blanket term that always used to
describe a variety of alternatives to what is popularly considered more “standardized”
forms of testing. Alternative assessment largely emerged in response to the perceived
inadequacies of more traditional or conventional forms of assessment, and especially to
their shortcomings when applied to learners with special needs. Alternative
assessments also referred to as performance tests or authentic assessments, are used
to determine what students can and cannot do, in contrast to what they do or do not
know. In other words, an alternative assessment measures applied proficiency more
than it measures knowledge. We have the least of a question to answer. What ways
alternative assessment benefits both teacher and student? The effectiveness of using
alternative assessments?

Base on my experience using alternative assessments it gives the students to


acquire critical thinking skills. To acquire critical thinking skills. I let them formulate their
ideas and opinions. It gives also a collaboration that allows them to work together on
their group activity. The benefits for me as a teacher using this alternative assessment
can help easily to achieve my learning outcome using student portfolios, grading with
rubrics, and other alternative assessment strategies. However, the problem using this
strategy process can be costly in terms of time, effort, equipment, materials, facilities, or
funds. Also, the rating process is sometimes more subjective than traditional exams.

The advantage using this alternative assessment can provide me a means of


assessing valued skills that cannot be directly assessed with traditional tests, provide a
more realistic setting for student performance than traditional tests, focus on student
performance and the quality of work performed by students, and also can be easily
aligned with established learning outcomes. Based on the constructivist theory (Jerome
Bruner 1960) student is the center in the learning process, not the teacher.

The effectiveness of alternative assessment can benefit learners and teachers in


a variety of ways. For example, in my classroom environment, it may capture authentic
examples of the achievement of complex outcomes by assessing and evaluating higher-
level skills. I gave them a problem solving, reflecting, synthesizing, and creative
“Alternative forms of assessment are well-suited for effective instruction.”
REFLECTION PAPER
thinking. Alternative assessment I include authentic, performance-based tasks, and
demonstrations that are carried out in realistic contexts, while also allowing assessment
and instruction to continuously interact and thereby help me to gain a clearer picture of
the learners’ abilities. Other potential benefits are improving coherence between
instruction and assessment, increasing the interaction between the students, and me
and addressing diverse learning styles or applying the multiple intelligence (Howard
Gardner 1983). Because alternative assessments focus on learners’ growth over time
as opposed to giving us a “snapshot” of learning achievement, they allow flexibility in
the timing and implementation of assessment events. This flexibility naturally lessens
the stress that learners experience as part of the assessment process, and therefore
give us a more accurate record of their skills and abilities

As a form of alternative assessment, conferences are commonly implemented


(a) as peer conferences among a small group of students who meet to discuss and
assist the work of a group member before it is submitted to the teacher, or (b) as one-
on-one teacher-student conferences focused primarily on student achievement in a
given area. The former method involves providing learners with the framework or
guidelines they need to offer advice and feedback on a particular piece of student work,
in a mutually supportive and nonthreatening environment. Peers can discuss any kind of
work essays, assignments, projects, audiovisual presentations, journals, diaries, and so
on to highlight its strengths and weaknesses and of suggesting ways in which it can be
improved. Peer conferences may discuss how learners can continue to develop their
language skills in an area under focus or to build their English language proficiency in
general. Learners may also reflect in their portfolios upon their experiences with peer
assessment or describe it in their journals or diaries, thereby improving their self-
reflection skills.

Therefore using the alternative assessment in the field of teaching well


recommended because this strategy is applying the constructivist learning theory
(Jerome Bruner 1960) it focuses on the student and the teacher is the facilitator of the
learning.

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