ALTERNATIVE ASSESSMENT

ED 225 – MODERN TRENDS AND DIRECTIONS IN

CURRICULUM AND TEACHING

Harold R. Siapo

ALTERNATIVE ASSESSMENT

refers to procedures and techniques which can be used within the context of instruction and can be easily be incorporated into the daily activities of the school or classroom (Hamayan 1995).

ALTERNATIVE ASSESSMENT

is broadly defined as any assessment method that is an alternative to traditional paper-and-pencil tests (Teaching Today).

ALTERNATIVE ASSESSMENT

its instruments are not only designed and structured differently from traditional tests, but are also graded and scored differently (The Essentials of Language Teaching 2003).

TRADITIONAL VS. ALTERNATIVE

Traditional Assessment Alternative Assessment

Generally relies on forced-choice, written measures

Promotes integration of various written and performance measures

Relies on proxy measures of student learning to represent target skills

Relies on direct measures of target skills

Encourages memorization of correct answers

Encourages divergent thinking in generating possible answers

Goal is to measure acquisition of knowledge

Goal is to enhance development of meaningful skills

TRADITIONAL VS. ALTERNATIVE

Traditional Assessment Alternative Assessment

Curriculum directs assessment

Assessment directs curriculum

Emphasis on developing a body of knowledge

Emphasis on ensuring proficiency at real-world tasks

Promotes “what” knowledge Promotes “how” knowledge

Provides a one-time snapshot of student understanding

Provides an examination of learning over time

TRADITIONAL VS. ALTERNATIVE

Traditional Assessment Alternative Assessment

Emphasizes competition Emphasizes cooperation

Targets simplistic skills or tasks in a concrete, singular fashion

Prepares students for ambiguities and exceptions that are found in realistic problem settings

Priority on summative outcomes or product

Priority on the learning sequence or process

WHAT ARE THE

FACTORS DRIVING

ASSESSMENT

REFORM TODAY?

CHANGING ECONOMY

CHANGING VIEW OF LEARNING

CHANGING STUDENT ATTITUDES

WHAT ARE THE BARRIERS TO EXPLORING AND

EXPLOITING NEW ASSESSMENT METHODS?

FACULTY RESISTANCE

UNDER-RESEARCHED

ASSESSMENTS

WHAT RESEARCH SAYS

ABOUT ALTERNATIVE

ASSESSMENT?

Hamayan (1995) pointed out that alternative assessments are

based on actual performance in authentic situations which the

learner is likely to encounter in his or her daily life.

Worley (2001) concluded that there are two opposing forces that

influence educational assessment today: the Behaviorists and the

Constructivists.

Lombardi (2008) being an adherent of alternative assessment

provided strategies on how to assess several alternative

methods whether individual or group work.

Muirhead (2002) stated that a relevant approach to assessing

adult learners supports a student-centered educational philosophy.

Frykedal and Chiriac (2011) concluded that the use of group

work in alternative assessment is to develop group work abilities

and not as means to acquire academic knowledge.

Tannenbaum (1997) asserted that alternative assessment holds great promise for English as

Second Language (ESL) students.

Green enumerated the disadvantages of alternative

assessments.

difficulty in quantifying data the issue of parity no time pressure costly career uncertainty