Training Teachers globe & communication skills group for women's Director Masood Ali HP Dated| 10 December 2020

1. AFROZA AKHTER TINA
SENIOR LECTURER, DEPARTMENT OF
ENGLISH
DAFFODIL INTERNATIONAL UNIVERSITY
E-TEACHER ALUMNA, U. S. DEPARTMENT OF
STATE, DHAKA, BANGLADESH
Use of alternative assessments
in everyday classroom practices

2. What is an Alternative Assessment?
 Alternative assessments focus on students'
performance on tasks that require extended time,
complex thinking, and integration of subject matter
learning (Baker & Linn, 1990; Shavelson, 1990;
Torney-Purta, 1990).
 It determines what students can and cannot do, in
contrast to what they do or do not know

3. Difference between traditional and alternative
assessments
 Traditional assessment tools require learners to
display their knowledge in a predetermined way
(Brualdi, 1996).
 Alternative assessments tools focus on the
growth and the performance of the student.

4. Alternative Assessment Ideas
 Plot a family tree.
 Conduct an interview.
 Create an infographic.
 Write a how-to manual.
 Present opposite points of view.
 Produce a multimedia, interactive poster.
 Design a travel brochure.
 Reflection Diaries.

5.  Dramatization
 Gathering real-world examples.
 Portfolio assessment
 Observation based assessment
 Questionnaires and surveys
 Assessment Cards

6. To measure students’ gradual
development and assessment
Reflection
diaries
E-
Portfolios

7. Instant Feedback for
Learner Training
Promoting Learner
Confidence
‘Individual
Assessment Cards’
Progressive ‘I-Can
Statements’
Two other types

8. Portfolio as an Alternative Assessment
 Portfolio, is used to assess, evaluate and grade
students' work using rating scale than numerical or
letter scores. ... The interactiveness of portfolio
assessment encouraged and developed relationship
between student-student, teacher-student, and
teacher-parent.

9. E-portfolios
 E-portfolios have emerged as an important
assessment alternative, which can provide a more
flexible, less cumbersome, and longer-term record of
a student’s development or a program’s
performance.
 Portfolio assessment enables students to reflect
their real performance, to show their weak and
strong domain and to observe student's progress
during the learning process, and encourages
students to take responsibilities for their own
learning.

10. An e-Portfolio may contain…
 Files of various formats (texts, pictures, videos, etc.)
 Writing samples (which might include several drafts
to show development and improvement)
 Projects prepared for class
 Homework and Class work
 Extracurricular activities

11. Reflective diaries
Reflection of teaching and learning
Writing the diaries requires the students to reflect on
the followings:
• the teaching and learning activities that have taken
place
 provides opportunity for them to search for and
express their learning in a personal way
 to relate and apply their learning to their own
teaching and assessment practice

12. Advantages of reflection diaries
 Students will be actively engaged to the learning
process
 It may increase students’ interests, empower them to
be more responsible to their own learning and more
reflective in their study
 They may share ideas through speaking if can
encourage them

13. What is needed?
1. Build-up feedbacks on their
works
2. Documentation

14. Instant Feedback
Using Individual Assessment Cards

15. Background & Purpose
Clive Lovelock, an English teacher at a Japanese
university, developed this process of assessment in
1996.
The purpose was to make students learn basic
communication skills and also develop learning
skills.

16. Four Guiding Principles
Assessment
Cards
obtaining, storing,
retrieving, and
using language
active
involvement in
the learning
process
consciousness
raising
social strategies
and
communication
strategies

17. Lovelock’s Assessment Card

18. Lovelock’s Assessment Card

19. Some important things to be noted
 At the beginning, students read an explanation in
English about the strategies listed on the card and
why they should use them.
 In every class an activity lasts from 10 to 15 minutes
and is an easy way for students to collect points.
 It’s important to set a maximum score based on the
cards.

20. A Customized Assessment Card

21. Using Progressive I-Can Statements to
Promote Learner Confidence

22. It’s a strategy developed by Fife MacDuff, Khadija
AlHayki, and Caroline Linse to build students’
confidence in their ability to write in English.
 Creating opportunities for students to state what they
perceive they are able to do which can be referred to as
‘I-can statements’, such as “I can write about daily
activities in English.”

23. How can it work?
 Teachers can present a single I-can statement
associated with a task and have students write or say
the statement when they complete that task.
 Another option is to begin activities by presenting a
list of I-can statements that students can copy, check
off, and read out loud as they progress through an
activity.
 Depending on students’ ability levels, the teacher can
present I-can statements in scrambled order and
have students number the statements as they
complete each task or at the end of the activity.
 Students at a more advanced stage of learning may
even offer to add I-can statements that the teacher
had not originally included.
 Another alternative is to present the I-can
statements as “I-will” statements before beginning
an activity or unit.

24. Example of an activity
Comparing Athens and Sparta:
Where Would You Rather Live, and Why?
 After reading the handout, write an argumentative
essay.
 Assess your writing with the help of ‘I-can
statements’- (to develop their self-esteem)

25. Learning Objectives
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counter claims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while writing.
e. Provide a concluding statement or section that follows from and
supports the argument presented.

26. I-Can Statements
Level 3:
 I can write an argument to support a claim after reading a text.
 I can support claims from a text with reasons and evidence.
Level 2:
 I can choose an argument to support a claim after reading a
text.
 I can choose claims from a given text with reasons and
evidence.
Level 1:
 I can identify an argument to support a claim after reading a
text.
 I can identify claims from a given text with reasons and
evidence.

27. Some disadvantages of using alternative
assessments
 Harder to evaluate
 Process can be costly in terms of time, effort,
equipment, materials, facilities, or funds.
 Rating process is sometimes more subjective than
traditional exams.
 Inaccurate reflection of student progress and
knowledge.

28. An example…
 One thing that you learned from this session today
 One thing that you would like to explore more
regarding the topic in future
2 Minutes to share

29. Responsibilities after receiving the feedback
 Noting down the significant points (regarding the
lesson/teaching)
 Improvising the lesson plan (if needed)
 Improving teaching (on the basis of feedback)

30. Sharing through Moodle/Padlet/Google
classroom!!!

31. What is the role of the teacher here???

33. Thank you!