Alternative asseessment

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Alternative asseessment

  1. 1. -is any type of assessment in whichstudents create a response to aquestion or task. This includes:1. short-answer questions2. Says3. Performance assessment4. Oral presentations5. Demonstrations, exhibition6. Portfolio(s)
  2. 2. is the direct, systematicobservation of an actual studentperformance and rating of theperformance according topreviously establishedperformance criteria.
  3. 3. Performance Task- is a goal-directed assessment exercise. It consist of an activity orassignment that is completed bythe student and then judged bythe teacher or other evaluator onthe basis of the specificperformance assessment.
  4. 4. Exhibition- a public performance during which students showcases learning, and competence in particular area(s).
  5. 5. Portfolios- arecollections of studentswork over time. Oftendocuments student’sbest work and mayinclude other types ofprocess information,such as drafts ofstudent’s work , thestudent’s self-assessment and parents’
  6. 6. -is a purposeful collection ofstudent work designed to showcasea student’s progress toward, andachievement of, course-specificlearning objectives. -considered as authenticassessment as they provideevidence of what a student can do.
  7. 7. 1. Provides structure for involving students developing standards for quality performance.2. Improves students’ metacognitive ability to understand their own learning processes.3. promotes integration of various learning activities and assessment.4. Enhances awareness of strategies for thinking and producing work.5. Promotes an integrated assessment process.6. Allows assessment of process and progress.
  8. 8. 7. Documents time, effort, and improvement in student understanding.8. Creates documentation to submit authentic audiences and reviewers.9. Increases students accountability for their own learning.10. Promotes assessment of a wider range of learning styles.11. Encourages students’ active involvement in the assessment process.12. Enhances motivation due to visibility of the final portfolio.13. Promotes self-assessment.14. Encourages the effective use of formative assessment.15. Promotes creativity, individuality, and uniqueness in the assessment of learning.16. Shifts instructors’ focus from comparative ranking to improve understanding via feedback.17.Promotes authentic assessment of valued knowledge and skills.
  9. 9. 1. Require additional time for planning instructional activities.2. Demands considerable time for assessment.3. Time-intensive or instructors to implement since students lack familiarity with portfolio.4. Requires considerable storage space to maintain portfolios.5. May require special equipment.6. Often does not meet requirements for state or national standards.7. Subjective nature of may be less reliable.
  10. 10. 8. May have limited acceptance by parents or instructors.9. Does not provide standardized numerical scores that are often needed for institutional reports or accreditation.10.Students may need traditional scores or evidence of learning for admission criteria, job placement or similar events.11. Development of grading rubrics or criteria takes a considerable amount of time.12. Performance data from portfolios is difficult to analyze or aggregate.
  11. 11. 1. Documentation2.Process3.Product
  12. 12. 1. Planning2. Collection3. Selection4. Reflection5. Connection

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