Alternative assessment
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This document discusses alternative assessment and compares it to traditional assessment. It provides definitions of alternative assessment, noting that it measures a student's proficiency through performance-based tasks rather than just knowledge. The document outlines the advantages of alternative assessment, including allowing students to apply knowledge to real-life situations and encouraging creative problem-solving. It also lists some disadvantages, such as alternative assessments being more time-consuming for teachers to develop and grade.
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Alternative Assessment
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Alternative assessment
Brown and Hudson discuss the benefits of alternative language assessments over traditional assessments. They provide a list of positive characteristics of alternative assessments, including that they require students to perform real-world tasks, assess higher-level thinking, and provide information on student strengths and weaknesses. They also discuss the importance of reliability, validity, and reducing bias in assessments. Three categories of language assessments are identified: selected response, constructed response, and personal response. The advantages and disadvantages of different assessment types within each category are outlined.
Introduction to Alternative Assessment
Alternative assessment is defined as any assessment other than standardized tests and aims to capture complex outcomes through realistic tasks that communicate valued skills and meet students' needs. Some common alternative assessments include performance-based assessments like projects and experiments, open-ended questions, writing samples, interviews, journals, story retellings, portfolios, self-assessments, peer assessments, teacher observations, and checklists.
Assessment lecture1
The document discusses various topics related to assessment of student learning, including:
1. It defines assessment as a process to obtain information about learning objectives or goals, and notes that testing is a special form of assessment conducted under controlled conditions.
2. It distinguishes between different types of assessment including formative assessment to guide instruction, summative assessment to evaluate learning, and diagnostic assessment to identify gaps.
3. It also discusses different scales of measurement used in educational assessment, including nominal, ordinal, interval, and ratio scales, and notes challenges in measuring intangible constructs.
Interpreting test results
This document discusses two methods of interpreting test scores: norm-referenced and criterion-referenced. It also covers standard score norms like T-scores and Z-scores, which indicate a student's position relative to the average. The document uses an example to show how to calculate a Z-score and T-score. It also discusses the normal curve distribution and areas under the curve. Finally, it lists guidelines for properly interpreting test results, such as considering the test items, a student's background, and purpose of evaluation.
Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering and interpreting data related to student learning and experience. The purposes of assessment include developing understanding of what students know and can do, designing programs to promote learning, providing feedback to students, and reporting to parents. The document outlines different types of assessments, strengths and weaknesses of various assessment methods, and the roles of teachers, students and others in assessment.
Concept of Test, Measurement, Assessment and Evaluation
TEST Is A Method Of Measuring A Person’s Ability On
Knowledge In A Given Area.
▪ Test Is An Instrument Or Activity And Systematic Procedure For Measuring A Sampling Of Behavior/Attribute Of Interest.
TEST is the form of questioning or measuring tool used to
access the status of one’s skill, attitude and fitness.
TEST is an instrument or a tool used to make a particular
measurement.
1.Measurement Is The Process Of Quantifying The Degree To
Which Someone Or Something Possesses A Given Trait, I.E.
Quality, Characteristics Or Feature (Gay, 1985).
2. Measurement Is The Process Of Obtaining A Numerical
Description Of The Degree To Which An Individual
Possesses A Particular Characteristic. It Answers The
Question, “How Much?” (Linn And Gronlund, 2003).
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task (Harlen, Gipps, Broadfoot, Nuttal,1992).
2. Assessment is a general term that includes the full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper-and-penciltests) and the formation of value judgments concerning learning progress (Linn and Gronlund, 2003, p. 31).
Evaluation Is The Process Of Judging The Value Or Worth Of An Individual’s Achievements Or Characteristics.
▪ The Purpose Of Evaluation Is To Make A Judgment About The Quality Or Worth Of Something: (Educational Program, Worker Performance, Student Attainments).
▪ It Is A Process That Include A Series Of Steps Such As Establishing Objectives, Classifying Objectives, Defining Objectives, Selecting Indicators And Comparing Data With Objectives.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Recommended
Alternative Assessment
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Alternative assessment
Brown and Hudson discuss the benefits of alternative language assessments over traditional assessments. They provide a list of positive characteristics of alternative assessments, including that they require students to perform real-world tasks, assess higher-level thinking, and provide information on student strengths and weaknesses. They also discuss the importance of reliability, validity, and reducing bias in assessments. Three categories of language assessments are identified: selected response, constructed response, and personal response. The advantages and disadvantages of different assessment types within each category are outlined.
Introduction to Alternative Assessment
Alternative assessment is defined as any assessment other than standardized tests and aims to capture complex outcomes through realistic tasks that communicate valued skills and meet students' needs. Some common alternative assessments include performance-based assessments like projects and experiments, open-ended questions, writing samples, interviews, journals, story retellings, portfolios, self-assessments, peer assessments, teacher observations, and checklists.
Assessment lecture1
The document discusses various topics related to assessment of student learning, including:
1. It defines assessment as a process to obtain information about learning objectives or goals, and notes that testing is a special form of assessment conducted under controlled conditions.
2. It distinguishes between different types of assessment including formative assessment to guide instruction, summative assessment to evaluate learning, and diagnostic assessment to identify gaps.
3. It also discusses different scales of measurement used in educational assessment, including nominal, ordinal, interval, and ratio scales, and notes challenges in measuring intangible constructs.
Interpreting test results
This document discusses two methods of interpreting test scores: norm-referenced and criterion-referenced. It also covers standard score norms like T-scores and Z-scores, which indicate a student's position relative to the average. The document uses an example to show how to calculate a Z-score and T-score. It also discusses the normal curve distribution and areas under the curve. Finally, it lists guidelines for properly interpreting test results, such as considering the test items, a student's background, and purpose of evaluation.
Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering and interpreting data related to student learning and experience. The purposes of assessment include developing understanding of what students know and can do, designing programs to promote learning, providing feedback to students, and reporting to parents. The document outlines different types of assessments, strengths and weaknesses of various assessment methods, and the roles of teachers, students and others in assessment.
Concept of Test, Measurement, Assessment and Evaluation
TEST Is A Method Of Measuring A Person’s Ability On
Knowledge In A Given Area.
▪ Test Is An Instrument Or Activity And Systematic Procedure For Measuring A Sampling Of Behavior/Attribute Of Interest.
TEST is the form of questioning or measuring tool used to
access the status of one’s skill, attitude and fitness.
TEST is an instrument or a tool used to make a particular
measurement.
1.Measurement Is The Process Of Quantifying The Degree To
Which Someone Or Something Possesses A Given Trait, I.E.
Quality, Characteristics Or Feature (Gay, 1985).
2. Measurement Is The Process Of Obtaining A Numerical
Description Of The Degree To Which An Individual
Possesses A Particular Characteristic. It Answers The
Question, “How Much?” (Linn And Gronlund, 2003).
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task (Harlen, Gipps, Broadfoot, Nuttal,1992).
2. Assessment is a general term that includes the full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper-and-penciltests) and the formation of value judgments concerning learning progress (Linn and Gronlund, 2003, p. 31).
Evaluation Is The Process Of Judging The Value Or Worth Of An Individual’s Achievements Or Characteristics.
▪ The Purpose Of Evaluation Is To Make A Judgment About The Quality Or Worth Of Something: (Educational Program, Worker Performance, Student Attainments).
▪ It Is A Process That Include A Series Of Steps Such As Establishing Objectives, Classifying Objectives, Defining Objectives, Selecting Indicators And Comparing Data With Objectives.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
What is assessment
Assessment is the systematic gathering and analysis of information about student learning or program effectiveness. It is used to improve student learning outcomes and inform instruction. Assessment includes tests, but also broader methods of evaluating student progress, skills, knowledge and motivation. The key purposes of assessment are to improve student learning, inform teaching, and evaluate program results against objectives. Assessment can be formative, summative, or for diagnostic purposes. Authentic assessment evaluates students' ability to apply skills in real-world contexts through tasks and projects.
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The document discusses the history and evolution of grading systems in education. It begins by describing how student progress was orally reported to parents in the 1800s. As student populations increased in the late 19th century, numeric percentages began to be used for assessment. Research in the early 1900s found inconsistencies in teacher grading, leading to the standardized letter grade scale. The document then introduces rubrics as an alternative assessment method developed in the 1960s that provides detailed criteria and feedback for students. Both traditional grading and rubric assessment methods are outlined, including their pros and cons.
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Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
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This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
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Statistics for interpreting test scores
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Alternative Assessment
The document discusses alternative assessment and how it differs from traditional assessment. Alternative assessment refers to procedures that can be incorporated into daily classroom activities and measures students' direct application of skills in authentic tasks, rather than just knowledge acquisition. It emphasizes cooperation, process, and real-world applicability over competition, products, and simplistic skills. Research discussed in the document suggests that alternative assessment is better aligned with constructivist learning theories and supports student-centered education by authentically assessing performance in tasks students may encounter in life. However, barriers to its adoption include faculty resistance and lack of research on some alternative assessment methods.
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Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
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This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
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This document discusses different types of tests used in education. It defines tests as procedures that present standardized questions or tasks to evaluate student performance. The main purposes of testing are to measure student achievement, identify strengths and weaknesses, and improve teaching methods. Tests are commonly classified based on the attributes they measure, such as intelligence, educational achievement, aptitude, or personality traits. Different classifications systems organize tests based on factors like the type of items, scoring method, administration conditions, and language emphasis.
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The document discusses various alternative assessment techniques that can be used instead of traditional testing methods. It describes techniques like self-assessment, peer assessment, portfolios, reflective journals, projects and oral presentations. It also provides details on how to implement these techniques, including providing training to students, defining clear criteria, and using tools like rubrics to evaluate performance. The key benefits highlighted are developing skills like self-reflection, collaboration and lifelong learning.
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The document discusses five key principles for effective language assessment: practicality, reliability, validity, authenticity, and washback. It provides definitions and explanations for each principle. Practicality refers to a test being inexpensive, time-efficient and easy to administer. Reliability means a test is consistent and not affected by factors like raters or test conditions. Validity establishes that a test actually measures what it intends to measure. Authenticity means a test incorporates real-world language tasks. Washback refers to how a test impacts student preparation and learning.
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The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
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Language Testing Techniques:
Direct Testing vs. Indirect Testing
Discrete Testing vs. Integrative Testing
Norm-Referenced Testing vs. Criterion-Referenced Testing
Objective Testing vs. Subjective Testing
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This document provides an overview of alternative assessment. It defines alternative assessment as non-traditional approaches to understanding student mastery of a topic that focus on holistic and ability-based evaluation. The document outlines three main types of alternative assessment: authentic/cognitive assessment, constructivist/portfolio assessment, and performance-based assessment. It also lists some key characteristics, such as alternative assessment not being high-stakes and measuring various learning styles. Examples of alternative assessment methods and the advantages and disadvantages are then presented.
Traditional assessment and non traditional assessment
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
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What is assessment
Assessment is the systematic gathering and analysis of information about student learning or program effectiveness. It is used to improve student learning outcomes and inform instruction. Assessment includes tests, but also broader methods of evaluating student progress, skills, knowledge and motivation. The key purposes of assessment are to improve student learning, inform teaching, and evaluate program results against objectives. Assessment can be formative, summative, or for diagnostic purposes. Authentic assessment evaluates students' ability to apply skills in real-world contexts through tasks and projects.
Grading Ppt
The document discusses the history and evolution of grading systems in education. It begins by describing how student progress was orally reported to parents in the 1800s. As student populations increased in the late 19th century, numeric percentages began to be used for assessment. Research in the early 1900s found inconsistencies in teacher grading, leading to the standardized letter grade scale. The document then introduces rubrics as an alternative assessment method developed in the 1960s that provides detailed criteria and feedback for students. Both traditional grading and rubric assessment methods are outlined, including their pros and cons.
Writing Test Items
Those who would like to have a copy of the presentation, please let me know at martzmonette@yahoo.com
Testing, assessment, measurement and evaluation definition
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
Language Assessment : Kinds of tests and testing
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
Authentic Assessment
This presentation describes what authentic assessment is and explains its methods and characteristics.
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Statistics for interpreting test scores
The slides touche briefly statistical procedures employed for interpreting test results. The file is especially useful for ESL teachers
Alternative Assessment
The document discusses alternative assessment and how it differs from traditional assessment. Alternative assessment refers to procedures that can be incorporated into daily classroom activities and measures students' direct application of skills in authentic tasks, rather than just knowledge acquisition. It emphasizes cooperation, process, and real-world applicability over competition, products, and simplistic skills. Research discussed in the document suggests that alternative assessment is better aligned with constructivist learning theories and supports student-centered education by authentically assessing performance in tasks students may encounter in life. However, barriers to its adoption include faculty resistance and lack of research on some alternative assessment methods.
Kinds of testing (2nd)
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
Principles of Assessment - Best Practice
This document discusses best practices for assessment and feedback in education. It defines feedback and outlines its purposes of helping students understand learning goals, bridge gaps in knowledge, and develop self-evaluation skills. Effective feedback is presented as a dialogical two-way process between teachers and students rather than a one-way transmission. Challenges with feedback such as delayed timing and lack of clarity are examined. The document advocates empowering students to engage actively with feedback through self-assessment, peer review, and discussion of standards.
Formative assessment
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
Role of Assessment in Instructional Decision -Kaye
This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
Test and types of tests
This document discusses different types of tests used in education. It defines tests as procedures that present standardized questions or tasks to evaluate student performance. The main purposes of testing are to measure student achievement, identify strengths and weaknesses, and improve teaching methods. Tests are commonly classified based on the attributes they measure, such as intelligence, educational achievement, aptitude, or personality traits. Different classifications systems organize tests based on factors like the type of items, scoring method, administration conditions, and language emphasis.
Alternative Assessment Techniques
The document discusses various alternative assessment techniques that can be used instead of traditional testing methods. It describes techniques like self-assessment, peer assessment, portfolios, reflective journals, projects and oral presentations. It also provides details on how to implement these techniques, including providing training to students, defining clear criteria, and using tools like rubrics to evaluate performance. The key benefits highlighted are developing skills like self-reflection, collaboration and lifelong learning.
Principles of language assessment
The document discusses five key principles for effective language assessment: practicality, reliability, validity, authenticity, and washback. It provides definitions and explanations for each principle. Practicality refers to a test being inexpensive, time-efficient and easy to administer. Reliability means a test is consistent and not affected by factors like raters or test conditions. Validity establishes that a test actually measures what it intends to measure. Authenticity means a test incorporates real-world language tasks. Washback refers to how a test impacts student preparation and learning.
Keys to Effective Testing
The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
Language Testing Techniques
Language Testing Techniques:
Direct Testing vs. Indirect Testing
Discrete Testing vs. Integrative Testing
Norm-Referenced Testing vs. Criterion-Referenced Testing
Objective Testing vs. Subjective Testing
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Testing, assessment, measurement and evaluation definition
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Role of Assessment in Instructional Decision -Kaye
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This document provides an overview of alternative assessment. It defines alternative assessment as non-traditional approaches to understanding student mastery of a topic that focus on holistic and ability-based evaluation. The document outlines three main types of alternative assessment: authentic/cognitive assessment, constructivist/portfolio assessment, and performance-based assessment. It also lists some key characteristics, such as alternative assessment not being high-stakes and measuring various learning styles. Examples of alternative assessment methods and the advantages and disadvantages are then presented.
Traditional assessment and non traditional assessment
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
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The document discusses various types of language assessment used in summer school programs. It describes formative assessments used to evaluate student progress on a daily basis and summative assessments like tests administered at the end of a course. The document also discusses the differences between tests, evaluations, and assessments. It provides examples of different types of language tests, their purposes, and considerations for ensuring reliability and validity.
Assessing Students performance by Angela Uma Biswas, student of Institute of ...
This document discusses assessment of student performance. It defines assessment as a systematic process of gathering data about student learning to make inferences and provide feedback. Assessment for learning promotes achievement by informing students of their progress. Effective assessment involves developing learning objectives, aligning the curriculum, collecting and using data to improve programs. The purpose of assessment is to help students track progress, receive feedback, and achieve learning goals. Teachers can assess through assignments, exams, classroom techniques, and self-assessment. Formative assessment occurs during instruction while summative assessment occurs at the end. Good assessment is valid, reliable, practical, fair, and useful for students. Feedback is also important to help students improve.
Assessment of Learning.pptx
Assessment of learning refers to systematically gathering data about student learning to make decisions about students. Traditional assessment uses methods like multiple choice tests to evaluate students, while alternative assessment uses non-traditional methods like performance tasks and portfolios. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach, and using assessment to support further student learning.
assessment in learning 2 (principle).pdf
Assessment of learning refers to systematically gathering data about student learning to make decisions to help students. Traditional assessment uses tests to measure cognitive outcomes, while alternative assessment uses performance tasks and portfolios to measure both cognitive and non-cognitive outcomes. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended learning outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Alternative assessment principles include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach over time, and using assessment to help guide student learning.
Types of eLearning Assessments
Different types of assessments are necessary to get a complete and in-depth picture of how students are progressing through the course. The same types of assessments can also be conducted during employee training.
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Alternative assessment
- 1. Alternative Assessment Done by: Mostafa EL BOIB CRMEF Inzegane Supervised by: Ayad CHRAA Department of English Module . Testing and Assessment
- 2. Definitions ( testing, assessment,…) Requirements of a good test. Formative and summative assessment Formal and informal assessment Criterion vs norm referenced assessment High and low stakes tests Performance based assessment The stages in a test: design, construction, administration Formative assessment: Laura Greenstein book Constructing multiple choice questions Alternative assessment Assessment in Moroccan high schools Assessing grammar …
- 3. Outline • What is alternative assessment • Traditional assessment vs alternative assessment • Steps of developing an authentic assessment • Theoretical basis behind alternative assessment • Advantages • Disadvantages 3
- 4. Alternative assessment 4 A method of evaluation that measures a student’s level of proficiency in a subject as opposed to her/his level of knowledge. The overall goal of alternative assessment is to allow students to demonstrate their knowledge and execute tasks. Alternative assessment is also called a performance test or authentic assessment because it is deeply rooted in one’s ability to do something by leveraging newly-gained knowledge. As part of the assessment, the student will need to perform meaningful tasks that reflect a clear understanding of the teaching and learning objectives.
- 5. 5 Traditional assessment Alternative assessment Choose a response Examples: •Multiple choice questions •True/false questions •Matching Create a response Examples: •Essays •Oral presentations •Portfolios •Demonstrations Verify learning Provide learning opportunities
- 6. “ 6
- 7. This is a slide title ✘ Here you have a list of items ✘ And some text ✘ But remember not to overload your slides with content Your audience will listen to you or read the content, but won’t do both. 7
- 8. Big concept Bring the attention of your audience over a key concept using icons or illustrations 8
- 9. It gives the student an opportunity to apply his or her knowledge to real-life situations Alternative assessment is an effective method of evaluating a student's problem- solving skills. Alternative assessment methods are simple and straightforward. It makes the teaching and learning processes more effective Alternative assessment encourages learners to step out of their comfort zones and think outside the box. Students learn to think It is a fair and transparent process of determining student proficiency levels. Alternative assessment is an effective method of building learners' logical reasoning and communication skills. Advantages of alternative assessment 9
- 10. Disadvantages of alternative assessment 10 It is a time-consuming assessment method because the teacher has to pay specific attention to every student in order to provide an almost- precise evaluation of the student's ability. Alternative assessment methods can be difficult to develop and grade. It is difficult to collate and interpret results from alternative assessments. This is because the results are mostly qualitative. In situations where the teacher isn't familiar with alternative assessment, it becomes expensive for the school to train teachers on alternative assessment methods and set up test preparations.
- 11. references ✘ Douglas, H. B. language assessment principles and classroom practice. Longman ✘ https://www.iasj.net/iasj/download/43ba8bcdf35fe9c4 ✘ https://www.formpl.us/blog/alternative-assessment (accessed 10th June 2021) 11