Alternative Assessment Techniques Sanjaya Mishra

What is Assessment? Meaning?

Meaning?

What is Assessment? Meaning? Purposes?

Meaning?

Purposes?

What is Assessment? Meaning? Purposes? (assessing... Critical thinking and higher order cognitive abilities Solving problems and developing plans Performing procedures and demonstrating techniques Managing and developing oneself Assessing and managing information Demonstrating knowledge and understanding Designing, creating and performing Communicating

Meaning?

Purposes? (assessing...

Critical thinking and higher order cognitive abilities

Solving problems and developing plans

Performing procedures and demonstrating techniques

Managing and developing oneself

Assessing and managing information

Demonstrating knowledge and understanding

Designing, creating and performing

Communicating

What is Assessment? Meaning? Purposes? Types? Assessment of Learning Assessment for Learning

Meaning?

Purposes?

Types?

Assessment of Learning

Assessment for Learning

What is Assessment? Meaning? Purposes? Types? Methods? Common methods Alternative methods

Meaning?

Purposes?

Types?

Methods?

Common methods

Alternative methods

Problems in Assessment Subjectivity in Essays Time Promotion of rote learning Quantification in objective tests Poor recognition of abilities Poor feedback and diminished chance of development

Subjectivity in Essays

Time

Promotion of rote learning

Quantification in objective tests

Poor recognition of abilities

Poor feedback and diminished chance of development

Trends in Assessment Shift from Assessing knowledge Assessing products End of course test Written assessments Norm-referenced Pass/Fail summative Towards Assessing skills and understanding Assessing processes Continuous assessment Use of variety of methods/evidence Criterion-referenced Formative identification of strengths and weaknesses and recording of positive achievements I addition to summative

Shift from

Assessing knowledge

Assessing products

End of course test

Written assessments

Norm-referenced

Pass/Fail summative

Towards

Assessing skills and understanding

Assessing processes

Continuous assessment

Use of variety of methods/evidence

Criterion-referenced

Formative identification of strengths and weaknesses and recording of positive achievements I addition to summative

Qualities of Good Assessment Aligning assessment with objectives Explicit/open criteria and standards Authentic and holistic tasks Facilitative degree of structure to promote self-direction Sufficient and timely formative feedback Balanced tension between workload and time

Aligning assessment with objectives

Explicit/open criteria and standards

Authentic and holistic tasks

Facilitative degree of structure to promote self-direction

Sufficient and timely formative feedback

Balanced tension between workload and time

Alternative Assessment Techniques Self-assessment Peer-assessment Portfolios/e-Portfolios Reflective journaling Online discussions/ eGroups Concept maps Projects (individual/group) Term papers and seminars Oral presentations, debate and interviews

Self-assessment

Peer-assessment

Portfolios/e-Portfolios

Reflective journaling

Online discussions/ eGroups

Concept maps

Projects (individual/group)

Term papers and seminars

Oral presentations, debate and interviews

Self-Assessment One of the psycho-pedagogic basis of distance learning materials Promotes self-monitoring of progress by learners Develops independent and self-directed learning Important to apply for recognition of prior learning Promotes self knowledge and understanding

One of the psycho-pedagogic basis of distance learning materials

Promotes self-monitoring of progress by learners

Develops independent and self-directed learning

Important to apply for recognition of prior learning

Promotes self knowledge and understanding

Self-Assessment Research shows that high achievers tend to under-estimate and low achievers tend to over-estimate (Falchikov and Boud, 1989; and Mishra, 2004). Tutor feedback is important Assessment criteria for self-assessment What I have been doing? How have I been doing? What do I think of what I have been doing? How could I improve my approach?

Research shows that high achievers tend to under-estimate and low achievers tend to over-estimate (Falchikov and Boud, 1989; and Mishra, 2004).

Tutor feedback is important

Assessment criteria for self-assessment

What I have been doing?

How have I been doing?

What do I think of what I have been doing?

How could I improve my approach?

Peer-Assessment Used for Developing learners' skills of assessment Deepening their understanding of the process of assessment Strengthening their understanding of the topic and methods Develop their skills of group, task management, and power of articulation to provide feedback Facilitate self-assessment and reflective thinking

Used for

Developing learners' skills of assessment

Deepening their understanding of the process of assessment

Strengthening their understanding of the topic and methods

Develop their skills of group, task management, and power of articulation to provide feedback

Facilitate self-assessment and reflective thinking

Peer-Assessment Is useful, when Adequate training in small group work is given Adequate training on self- and peer-assessment given Learning task is clearly defined with marking criteria It is moderated by the teacher and feedback given to students Group tasks are to be evaluated

Is useful, when

Adequate training in small group work is given

Adequate training on self- and peer-assessment given

Learning task is clearly defined with marking criteria

It is moderated by the teacher and feedback given to students

Group tasks are to be evaluated

Portfolios Collection of evidence that learning has taken place Collection of what learners themselves judge to be most meaningful representation of their learning in a subject Both a learning as well as assessment tool Developmental growth of a learner over a period of time can be tracked Also useful to prospective employers Provides opportunity for self-reflection

Collection of evidence that learning has taken place

Collection of what learners themselves judge to be most meaningful representation of their learning in a subject

Both a learning as well as assessment tool

Developmental growth of a learner over a period of time can be tracked

Also useful to prospective employers

Provides opportunity for self-reflection

Portfolios Reflects evidence of: Progress over time Understanding of key principles and/or processes Lack of understanding and hence future learning needs Originality and creativity Achievements in different context and application Key skills development

Reflects evidence of:

Progress over time

Understanding of key principles and/or processes

Lack of understanding and hence future learning needs

Originality and creativity

Achievements in different context and application

Key skills development

Reflective Journaling Reflection is important for learning Two types: Reflection-on-action and Reflection-in-action Reflection is a systematic meaning making process that requires attitude to value the personal and intellectual growth of oneself and others. It is not just writing diary

Reflection is important for learning

Two types: Reflection-on-action and Reflection-in-action

Reflection is a systematic meaning making process that requires attitude to value the personal and intellectual growth of oneself and others.

It is not just writing diary

Reflective Journaling Use action verbs in the level beyond "Remember" in revised Blooms Taxonomy Cover critical reflection approach by using questions such as what, how and why Provide opportunity for contextualize, theorize, personalize, and generalize (Source: Mishra and Panda, 2007)

Use action verbs in the level beyond "Remember" in revised Blooms Taxonomy

Cover critical reflection approach by using questions such as what, how and why

Provide opportunity for contextualize, theorize, personalize, and generalize

Assessment Tools Marking Scheme (Source: Morgan & O'Reilly, 1999) High distinction (85-100) Consistently high level synthesis of ideas and argument; original and thought-provoking ideas; evidence of systematic and creative use of sources, extremely pleasing prose Distinction (75-84) Understand and systematically compares theories and concepts; evidence of wide use of sources, makes critical comment, sustained argument, stylish composition. Credit (65-74) Concepts and theory well applied, some useful insights, reasonable use of sources, reasonable argument, although could be improved. Pass (50-64) Readable; descriptive rather than analytical, a limited use of sources, seeks to address major issues; acceptable although major improvements possible. Fail (below 50) No significant grasp of concepts, irrelevant material included, incomplete, unreadable, misunderstands the topic, little evidence of significant efforts.

Marking Scheme

Assessment Tools Structured Observation of Learning Outcomes (Biggs, 1999) SOLO Level Description Example of verbs associated Pre-structural The task itself is not attacked in an appropriate way. The student has not understood the point. Missed point Uni-structural One relevant aspect of task is picked up and there is no relationship between facts or ideas. Understanding is nominal. Identify, Do simple procedure. Multi-structural Several (two or more) independent aspects are picked up or understood serially but are not interrelated. Enumerate, Describe, List, Combine, Do algorithms Relational Relevant aspects are integrated into an overall coherent structure. Compare, Contrast, Explain causes, Analyse, Relate, Apply. Extended abstract The coherent whole is generalised or re-conceptualised to a higher level of abstraction. Theorize, Generalize, Hypothesize, Reflect.

Structured Observation of Learning Outcomes (Biggs, 1999)

Assessment Tools Use of Rubrics Rating scales or scoring guides that consists of specific pre-defined performance criteria used in assessing student performances Two types: Holistic rubrics and Analytic rubrics Use online tools such as Rubistar to develop Rubrics at http://rubistar.4teachers.org/index.php

Use of Rubrics

Rating scales or scoring guides that consists of specific pre-defined performance criteria used in assessing student performances

Two types: Holistic rubrics and Analytic rubrics

Use online tools such as Rubistar to develop Rubrics at http://rubistar.4teachers.org/index.php

Assessment Tools Holistic Rubrics ( Source : Mertler, 2001 ) Score Description 5 Demonstrate complete understanding of the problem. All requirements of task are include in response 4 Demonstrates considerable understanding of the problem. All requirements of task are included 3 Demonstrates partial understanding of the problem. Most requirements of task are included 2 Demonstrates little understanding of the problem. Many requirements of task are included 1 Demonstrates no understanding of the problem 0 No response/ task not attempted

Holistic Rubrics

Assessment Tools Analytic Rubrics ( Source : Mertler, 2001 ) Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Criteria #1 Criteria #2 Criteria #3 Criteria #4

Analytic Rubrics

Designing Scoring Rubrics Consider the table of specifications in your Blueprint (re-examine the learning objectives) Consider the grading pattern and schemes List the objectives covered in the item/test, as criteria Identify the observable attributes for each of the objectives/criteria For holistic rubrics, write narrative descriptions for each level of the grading scheme incorporating specific attributes For analytic rubrics, write narrative descriptions for each individual criteria for the grading scheme incorporating specific attributes Conduct peer-review of the rubrics and apply to representative student work to identify problems, if any Notify to students prior to the assessment task.

Consider the table of specifications in your Blueprint (re-examine the learning objectives)

Consider the grading pattern and schemes

List the objectives covered in the item/test, as criteria

Identify the observable attributes for each of the objectives/criteria

For holistic rubrics, write narrative descriptions for each level of the grading scheme incorporating specific attributes

For analytic rubrics, write narrative descriptions for each individual criteria for the grading scheme incorporating specific attributes

Conduct peer-review of the rubrics and apply to representative student work to identify problems, if any

Notify to students prior to the assessment task.

Implementing Alternative Assessment Techniques Is change necessary? What is the cost of not changing to contemporary practices? What are the problems to change? Policy, and policy-makers Attitudes of teachers Administrative procedures

Is change necessary?

What is the cost of not changing to contemporary practices?

What are the problems to change?

Policy, and policy-makers

Attitudes of teachers

Administrative procedures

Implementing Alternative Assessment Techniques Is change necessary? What is the cost of not changing to contemporary practices? What are the problems to change? Policy, and policy-makers Attitudes of teachers Administrative procedures Certainly knowledge and skill is not the problem....

Is change necessary?

What is the cost of not changing to contemporary practices?

What are the problems to change?

Policy, and policy-makers

Attitudes of teachers

Administrative procedures

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