Alternative Assessment
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Alternative Assessment

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Alternative Assessment Alternative Assessment Presentation Transcript

  • ED 225 – MODERNTRENDS 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
  • 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