The document discusses different types of alternative assessment including performance assessments, exhibitions, portfolios, and presentations. It provides definitions and examples of performance assessments, exhibitions, and portfolios. Some benefits of portfolios are that they provide structure for student involvement, improve metacognition, and allow assessment of process and progress. Challenges include the time required to implement and assess portfolios as well as store collected work. The key steps in creating portfolios are documentation, process, and product.

2. -is any type of assessment in which
students create a response to a
question or task. This includes:
1. short-answer questions
2. Says
3. Performance assessment
4. Oral presentations
5. Demonstrations, exhibition
6. Portfolio(s)

3. is the direct, systematic
observation of an actual student
performance and rating of the
performance according to
previously established
performance criteria.

4. Performance Task- is a goal-
directed assessment exercise.
It consist of an activity or
assignment that is completed by
the student and then judged by
the teacher or other evaluator on
the basis of the specific
performance assessment.

5. Exhibition- a public
performance during which
students showcases
learning, and competence in
particular area(s).

6. Portfolios- are
collections of students
work over time. Often
documents student’s
best work and may
include other types of
process information,
such as drafts of
student’s work , the
student’s self-
assessment and parents’

8. -is a purposeful collection of
student work designed to showcase
a student’s progress toward, and
achievement of, course-specific
learning objectives.
-considered as authentic
assessment as they provide
evidence of what a student can do.

9. 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.

10. 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.

11. 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.

12. 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.

13. 1. Documentation
2.Process
3.Product

14. 1. Planning
2. Collection
3. Selection
4. Reflection
5. Connection