Alternative assessments are a way to measure student learning through means other than traditional tests, such as short-answer questions, essays, oral presentations, and portfolios. They allow students to demonstrate knowledge in various ways and provide teachers ongoing feedback on student strengths and weaknesses. Alternative assessments in mathematics should match ideal curriculums, communicate that real problems have multiple solutions and pacing, focus on what students can do, and be integrated with instruction rather than a separate activity.

1. Alternative Assessments in Middle School MathematicsElaine SlattumApril 1, 2010

3. What are Alternative Assessments Alternative assessment is any type of assessment in which students create a response to a question or task. Basically, it’s a way to measure student learning in forms other than traditional pencil-and-paper tests. Alternative assessments can include short-answer questions, essays, performance assessment, oral presentations, demonstrations, exhibitions, and portfolios.

4. Why do we want to use Alternative AssessmentsStudents are able to display knowledge in many different ways

5. Gives ongoing information on strengths and weaknesses of each student which provides the teacher an opportunity to work with those weaknesses.

6. Students who are not skilled test takers will be able to succeed in showing their abilities and therefore build self esteem The bottom line is that the purpose of assessment should be to improve learning.

7. What Kind of Assessments Do We Need in Mathematics?We need mathematics assessment that:Matches the ideal curriculum described in such documents as the California Mathematics Framework and the NCTM Standards in both what is taught and how it is experienced, with thoughtful questions that allow for thoughtful responses.

8. Communicates to students, teachers, and parents that most real problems cannot be solved quickly and that many have more than one answer.

9. Allows students to learn at their own pace.

10. Focuses on what students do know and can do rather than what they don't know.

11. Won't label half of students as failures because of unrealistic expectations that all scores should be above the 50th percentile.

12. Doesn't use time as a factor, since speed is almost never relevant in mathematical effectiveness.

13. Is integral to instruction and doesn't detract from students' opportunities to continue to learn.Source: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma4desal.htm

14. Examples of alternative assessments

25. Good Resources for Alternative assessmentsLearn NC: alternative assessment http://www.learnnc.org/reference/alternative%20assessmentLos Angeles Learning Center Alternative Assessment Guidebookhttp://www.cse.ucla.edu/products/guidebooks/gbthree.pdfAlternative Instruction and Alternative, Performance-Based Assessmenthttp://mathforum.org/~sarah/Discussion.Sessions/biblio.assessment.htmlAuthentic Assessment Toolbox http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm