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    Beyondtestsalternative 170601002844

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    Nouf Ggg
    The document discusses alternative forms of assessment that can supplement traditional tests. These include portfolios, journals, conferences, observations, and self-assessments. Alternative assessments should engage students in performing meaningful tasks that tap higher-level thinking skills and be open-ended, contextualized to the curriculum, and motivate intrinsic learning. Examples provided include having students create portfolios of their work, keep journals for self-reflection, and conduct self and peer assessments.

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    Beyondtestsalternative 170601002844

    Uploaded by

    Nouf Ggg
    5 views21 pages
    The document discusses alternative forms of assessment that can supplement traditional tests. These include portfolios, journals, conferences, observations, and self-assessments. Alternative assessments should engage students in performing meaningful tasks that tap higher-level thinking skills and be open-ended, contextualized to the curriculum, and motivate intrinsic learning. Examples provided include having students create portfolios of their work, keep journals for self-reflection, and conduct self and peer assessments.

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    Beyondtestsalternative 170601002844(1) (1)

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    The document discusses alternative forms of assessment that can supplement traditional tests. These include portfolios, journals, conferences, observations, and self-assessments. Alternative assessments should engage students in performing meaningful tasks that tap higher-level thinking skills and be open-ended, contextualized to the curriculum, and motivate intrinsic learning. Examples provided include having students create portfolios of their work, keep journals for self-reflection, and conduct self and peer assessments.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    5 views21 pages

    Beyondtestsalternative 170601002844

    Uploaded by

    Nouf Ggg
    The document discusses alternative forms of assessment that can supplement traditional tests. These include portfolios, journals, conferences, observations, and self-assessments. Alternative assessments should engage students in performing meaningful tasks that tap higher-level thinking skills and be open-ended, contextualized to the curriculum, and motivate intrinsic learning. Examples provided include having students create portfolios of their work, keep journals for self-reflection, and conduct self and peer assessments.

    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 21

    ALTERNATIVE ASSESSMENTS

    Brown and Hudson ( 1988) noted that to


    speak of alternatives assessment is
    counterproductive because the term
    implies some thing new and different
    that may be exempt from the
    requirements of responsible test
    construction.
    Assessment procedures that are not like
    traditional tests with respect to format,
    performance or implementation
    WHAT SHOULD ALTERNATIVE
    ASSESSMENTS DO?
     Ask Ss to perform, create, produce or do
    something
     Tap higher level thinking skills
     Use tasks that are meaningful
     Invoke real world applications
     People, not machines, do the scoring
     Require new instructional and assessment roles
    for teachers
    THE ALTERNATIVES IN ASSESSMENT
    MUST BE:
    ⚫Open ended in their time orientation
    and format
    ⚫Contextualized to a curriculum
    ⚫Referenced to the criteria ( objectives)
    of that curriculum and
    ⚫Likely to build intrinsic motivation.
    SOME KINDS OF THE
    ALTERNATIVES IN
    ASSESSMENT:
     portfolios,
     journals,
     Conferences and interviews,
     Observation, and
     self assessment
     Etc.
    PORTFOLI
    O
    What is a Portfolio?
     A purposeful collection of student work that
    exhibits the students’ efforts, progress, and
    achievements in one or more areas (Paulson and
    Meyer, 1991, p. 60)
     Collection of works stored in folders will have little
    value to teachers and students
    PORTFOLIOS INCLUDE
    MATERIALS SUCH AS:
    a. Essays and compositions in draft and final
    forms
    b. Reports, project outlines
    c. Poetry and creative prose
    d. Artwork, photos, newspaper or
    magazine clippings;
    e. Audio and/or video recordings of
    presentations, demonstrations, etc.
    f. Journals, diaries, and other personal reflection ;
    g. Test, test scores, and written homework
    exercises
    h. Notes on lecturer; and
    MAIN OBJECTIVES OF PORTFOLIOS
     Assessment

     Promote Learning/development – basis for teacher-student


    conference
    WHAT SHOULD THE PORTFOLIO
    DO/HAVE?
     Portfolio should have value to both teacher
    and student
     Provide information beyond that provided by
    tests
     Require students to construct responses
     Require students to apply their knowledge
     Allow for the integration of language skills
    SAMPLE PORTFOLIO ANALYSIS FORM
    DATE: 5/1/92
    STUDENT: Marisel A.
    TEACHER: Jones
    GRADE: 4
    EDUCATIONAL
    GOAL: Student
    demonstrates ability CONTENTS ILLUSTRATING STUDENT
    DATE
    PERFORMANCE
    on variety of writingTASK PROGRESS
    * tasks
    Demonstrates interest and
    ability in variety of Literacy development Checklist 3/20/02
    writing
    * Writes a short story Writing Sample: Dog Story 4/22/02
    * Writes to communicate with Letter 4/10/02
    others Dialog Journal 3/31/02
    * Expresses writing
    Self-Assessment of Writing 4/24/02
    Preferences
    * Shares writing with others Anecdotal record 4/6/02
    Summary Comments:
    JOURNALS

    ⚫ A journal is a log of one’s thought , feelings,


    reactions, assessments, ideas, or progress, toward
    goals, usually written with little attention to
    structure , form, o correctness.
    ⚫ journals obviously serve important pedagogical
    purposes : practice in the mechanics of writing ,
    using writing as a thinking process, individual
    alization , and communications with the teacher .
    JOURNA
    LS
    Categories or purposes in journal writing, such as
    the following:
    a. Language learning logs
    b. Grammar journals
    c. Responses to readings
    d. Strategies based learning logs
    e. Self-assessment reflections
    f. Diaries of attitudes, feelings, and other affective
    factors
    g. Acculturation logs
    CONFERENCES AND
    INTERVIEWS
    Conferences
    Conferences is not limited to drafts of written work
    including portfolios and journals. Conferences must assume
    that the teacher plays the role of a facilitator and guide, not
    of an administrator, of a formal assessment.

    Interview
    Interview may have one or more of several
    possible goals in which the teacher
    ⚫ assesses the student’s oral production
    ⚫ ascertains a students need before designing a course
    of curriculum
    ⚫ seeks to discover a students’ learning style and
    preferences
    OBSERVATI
    ONS
    One overriding principle of effective interviewing centers
    on the nature of the questions that will be asked.
    Steps in carrying out classroom observation:
    1. Determine the specific objectives of the observation.
    2. Decide how many students will be observed at one
    time
    3. Set up the logistics for making unnoticed
    observations
    4. Design a system for recording observed performances
    5. Plan how many observations you will make
    SELF ASSESSMENT AND PEER
    ASSESSMENT
    SELF ASSESSMENT

     Teacher modelling of use of metacognitive


    processes and skills required
     How can it help students?
     Student trial/practice of assessment skills
     Introduction to relevant assessment criteria
     Clarification of abstract assessment criteria
     Use of self assessment during rather than at the
    end of instructional unit.
    PEER ASSESSMENT:

     How does it help students?


     Reminds learners they are not working in
    isolation
     Helps create a community of learners
     Improves the product
     Improves the process; motivates and even inspires
     Helps learners be reflective
     Stimulates meta-cognition
    SOME LIMITATIONS

     Not common to all cultures


     Tendency for some teachers to ask students to
    self- mark, not self-assess
     The system must be supportive – e.g. test
    feedback and information so that students can
    self-assess
     Students tend to assess higher than their
    actual abilities.
     Students not used to assessing peers
    SELF AND PEER
    ASSESSMENT
    Five categories of self and peer assessment:
    1. Assessment of performance, in this category, a student
    typically monitors him or herself in either oral or written
    production and renders some kind of evaluation of
    performance.
    2. Indirect assessment of performance, indirect assessment targets
    larger slices of time with a view to rendering an evaluation of
    general ability as opposed to one to one specific.
    3. Metacognitive assessment for setting goals, some kind evaluation
    are more strategic in nature, with the purpose not just of viewing
    past performance or competence but of setting goals and
    maintaining an eye on the process of their pursuit.
    4. Socio affective assessment, yet another type of self and peer
    assessment comes in the form of methods of examining affective
    factors in learning. Such assessment is quite different from looking
    at and planning linguistic aspects of acquisition.
    5. Student generated tests, a final type of assessment that is not
    usually classified strictly as self or peer assessment is the technique
    of engaging students in the process of constructing tests

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