The document discusses alternatives to traditional assessment methods that give teachers more flexibility in evaluating student learning. It describes several classroom assessment techniques including observations, student self-assessments, peer assessments, journals, concept mapping, group discussions, interviews, and student-generated tests. These alternative methods assess higher-order thinking skills and focus on the learning process in addition to products. They provide teachers with ongoing feedback to improve instruction.

1. BeyondBeyond ClassClass Test :Test :
Alternatives inAlternatives in AAssesssesssmentment
Prepared By: John KurianPrepared By: John Kurian
Facilitator, L’ecole Chempaka InternationalFacilitator, L’ecole Chempaka International
Edavacodu, TrivandrumEdavacodu, Trivandrum

2. • Alternative assessments are
assessments out of conventional
assessment that give more choices,
consideration and freedom for
teachers in judging their students
proficiency.

3. Classroom assessment techniques
provide both teachers and students
with “in process” information on
how well students are learning what
the curriculum intends.

4. Classroom assessment techniques
The main goal of Classroom assessment
techniques is not to grade a students nor
evaluate a teacher but rather that the
information gathered be used for facilitating
interaction and dialogue between the students
and a teacher on the quality of learning process
and thus, find ways and means to improve the
process.

6. Why we preferWhy we prefer alternatives assealternatives assesssmentsment??
• Requires students to Perform, Create, Produce or
do something
Use real-world context or simulations
Allow students to be assessed on what they normally
do in class every time
 Use tasks that represent meaningful instructional
activities
 Focus on processes as well as products
• Tap into higher-level thinking and problem solving
skills

7. Basic steps in Classroom
assessment techniques
1. Choose a learning goal to assess.
2. Choose an assessment techniques
3. Apply the technique
4. Analyze the data and share the results
with the students
5. Respond to the data

8. Criteria In Choosing an Assessment MethodCriteria In Choosing an Assessment Method
• It should be reliable.
• It should be valid.
• It should be simple to operate, and should
not be too costly.
• It should be seen by students and society in
general.
• It should benefit all students.

9. How should we assess?How should we assess?
• True –False Item
• Multiple Choice
• Completion
• Short Answer
• Essay
• Practical Exam
• Papers/Reports
• Projects
• Questionnaires
• Inventories
• Checklist
• Peer Rating
• Self Rating
• Journal
• Portfolio
• Observations
• Discussions
• Interviews

10. What should we do with the informationWhat should we do with the information
from our assessment?from our assessment?
• Use it to improve the focus of our teaching
(diagnosis)
• Use it to focus student attention of strengths
and weaknesses (motivation)
• Use it to improve program planning (program
assessment)
• Use it for reporting to parents

11. Self- and Peer-assessment tasks
Listening Tasks
• listening to TV or radio broadcasts and checking comprehension with a
partner
• listening to an academic lecture and checking yourself on a "quiz" of the
content
Speaking Tasks
• using peer checklists and questionnaires
• rating someone's oral presentation (holistically)•
Reading Tasks
• reading passages with self-check comprehension questions following
• taking vocabulary quizzes•
Writing Tasks
• revising written work on your own or with a peer (peer editing)
• proofreading

12. • Informal Assessment: - Teachers’
spontaneous, day to day observations of
student performances.
Examples
• Verbal
-Asking questions
-Listening to student discussions
-Conducting student conferences

13. PortfoliosPortfolios
• A collection of student samples representing or
demonstrating student academic growth. It can
include formative and summative assessment. It
may contain written work, journals, maps,
charts, survey, group reports, peer reviews and
other such items.
• Portfolios are systematic, purposeful, and
meaningful collections of students’ work in one
or more subject areas.

14. Portofolio materials such as
• Esssays and composition in draft and final forms
• Reports, project outlines
• Poetry and creative prose
• artwork, photos, newspaper or magazine clippings
• Audio and or video recordings of representations,
demonstration
• Journals, diaries, and other personal reflections
• Test, test scores, and written homework exercises
• Notes on lectures
• Self and peer assesment-coments, evaluations, and
checklist

15. Laboratory Performance
• In this format students and teachers know the
requirements in advance and prepare them.
The teacher judges the student performance
within a specific time frame and setting.
• Students are rated on appropriate and
effective use of laboratory equipment,
measuring tools, and safety laboratory
procedures as well as a hands-on designing of
an investigation.

16. Brainstorming
1. Present an open-- ended Question For Students To Discuss‐
Or solve.
2. Students can work individually, in pairs or small groups, or
as a class (or combination of these).
3. Have students share ideas with class, making notes on the
board.
4. Challenge their responses or have other students challenge
the responses on the board.
5. At the end, correct any misconceptions, note opposing
points of view, and summarize main points.
Value: promotes critical and creative thinking And imagination

17. • Presentation:
A presentation by one student or by a group of
students to demonstrate the skills used in the
completion of an activity or the acquisition of
curricular outcomes/expectations. The
presentation can take the form of a skit, lecture,
lab presentation, debate etc. Computers can also
be used for presentation when using such
software as Publisher, PowerPoint or Webpage.
• Peer Evaluation:
judgments by students about one another’s
performance relative to stated criteria and
program outcomes

18. Journal Assessment
• This refer to student’s ongoing record of expressions
experiences and reflections on a given topic. There
are two types: one in which students write with
minimal direction what he/she is thinking and or
feeling and the other requires students to compete
a specific written assignment and establishes
restrictions and guidelines necessary to accurately
accomplish the assignment. Journals can evolve
different types of reflecting writing, drawing,
painting, and role playing.
• Blogs can be the best way for a Journal.

19. Concept
Mapping
• It requires students to explore
links between two or more
related concepts. When
making concept maps, they
clarify in their minds the links
they have made of the
concepts and having visual
representation of these links,
they are better able to
rearrange of form new links
when new concepts are
introduced.

20. 1. Provide students with a list of terms relative to Their course
work (either from the previous class, Last several classes
or most recent lecture segment). Terms may be provided
as a list or given out as a stack of cards.
2. Ask students to create a meaningful pattern with These
terms (i.e. food web—how are different Organisms linked,
cardiovascular system blood flow, etc.). There may be one
“right” answer or the Concepts may promote creative
exploration of the topic.
3. If time allows, ask one group to share concept map with the
whole class. Or alternatively, ask Groups to explain their
pattern to another group in The class.
Value: promotes integration of ideas, provides immediate
feedback about
Student understanding,

21. Group Discussion
Having students work in pairs or small groups to solve problems
creates space for powerful peer-to-peer learning and rich class
discussion. Facilitators can roam the classroom as students
work, helping those who get stuck and guiding those who are
headed in the wrong direction.
Activity:-
Teach a topic.
Leave them for 25 min to self study / discussion .
Last 10 min ask them one question each. (Oral)
Depends on the performance give mark out of 10.

22. Interviews
•An interview is intended to denote a context in
which a teacher interviews a student for
designated assesment purpose.
•How do conferences and interviews score in
terms of principle of assesment ? Its practically, as
is true for many of the alternatives to assesment ,
is low because they are time –consuming.

23. Online Learning Modules. Canvas and other Learning
Management Systems allow students to solve problems or
answer questions along the way. This can provide you with
analytics on student responses and class performance so you
can tailor your instruction to their particular learning needs.
Activity:-
Teach a topic.
Send them to Lab.
Ask them to find out 10 questions and answers from different
web resources.
Note down that in the note book.
Teacher check the notes.
Peer to peer discussion:

24. Student-Generated Test PaperStudent-Generated Test Paper
A week or two prior to an exam, begin to write general
guidelines about the kinds of questions you plan to ask
on the exam. (Multiple choice, one word, descriptive
etc.) Share those guidelines with your students and ask
them to prepare a question paper with answers like
those they expect to see on the exam.
Once in a month you can use these question paper to
assess kids by sharing the papers. (Tension free)
Or
From these papers you can choose question and make
a test paper for the same day.

26. Summary
• A fair assessment is one in which students are
given equitable opportunities to demonstrate
what they know and can do.
• Classroom assessment is not only for grading or
ranking purposes. Its goal is to inform
instruction by providing teachers with
information to help them make good
educational decisions.
• Assessment is integrated with student’s day-to-
day learning experiences rather than a series of
an end-of-course tests.

27. Best wishes with your
assessment practices!
Bibliography: Slideshare.net

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