Alternative Methods to Assessment

ALTERNATIVEMETHODS TO ASSESSMENT

TRADITIONALASSESSMENT

METHODS

TRADITIONAL ASSESSMENT METHODS ◄

BEHAVIORIST EDUCATIONAL THEORY

Learning = Change in behavior


Curriculum designed to teach the same topics, at the same pace, sequence and method

Assessment uniform in content, formats, testing conditions, and time limits


students focus too much on the credit rather than aiming for authentic learning

Schools and educators tend to teach the test itself due to pressure to the school credibility and prestige

CONSTRUCTIVISM

CONSTRUCTIVISM ◄

STUDENT Learns at different paces and

processes information in different ways, depending on his/her background, interest and motivation, values and prior knowledge

CONSTRUCTIVISM ◄

LEARNING complex, gradual, and

individual not just merely a change in

behavior

Memorization vs. Understanding

Responsibility of student over own learning

Intrinsic motivation

CONSTRUCTIVISM ◄

EDUCATOR personal observations in the

classrooms as a more helpful way of assessing

individualize learning by adjusting the lesson plan to the specific needs of students

let the student take part in formulating the teaching methods

CONSTRUCTIVISM ◄

ALTERNATIVE METHODSassessment + learning

part of the whole learning experience

stimulate more productive learning more process-oriented than product-

oriented.

CONSTRUCTIVISM ◄

ALTERNATIVE METHODS students create“constructed

responses" rather than select from a pool of choices

can also be standardized Criteria/rubrics Same conditions/topic/guidelines

achievements of each student treated differently

CONSTRUCTIVISM ◄

EXAMPLES OF CONSTRUCTED RESPONSES

Portfolio Performance task Project Demonstration of mastery Simulation Profile documentation of academic and non-academic

achievements through ratings, critics from teachers, peers and parents, certificates and descriptions.

PORTFOLIO

PORTFOLIO ◄

“a collection of student work gathered for a particular

purpose that exhibits to the student and others the

student’s effort, progress or achievement in one or more

areas”

PORTFOLIO ◄

CONTENT: Introduction* Student artifacts/works Student reflections* Self-evaluation* Short- or long-term goals* Parent and peer evaluation Traditional assessments tools **

PORTFOLIO ◄

STUDENT Select items for their own

portfolios Reflect on their own works Monitor their own progress Create goals based on his/her

current achievements

PORTFOLIO ◄

TEACHER: Monitor student growth Record lessons learned Use for parent consultation and

advising Encourage/motivate students Help students achieve self-

actualization /sense of fulfillment

PORTFOLIO ◄

PORTFOLIO: Contain variety of work from diff

fields Content selected by both teacher

and student Teachers select general items first Teacher may set criteria from which

the student will select entries Peers and parents may also select

entries

PORTFOLIO ◄

SHOULD BE:1. Continuous and ongoing– to show development overtime

2. Multidimensional– contains a wide variety of artifacts

3. Selective– artifacts selected for value and not for the

sake of collecting alone4. Reflective5. Has clearly defined criteria

PERFORMANCE TASKS

PERFORMANCE TASKS ◄

TASKS: Should tap both broader/general

concept and the application of more specific processes

Can be applied in everyday life or in their future professions

Can be used/watched by a larger audience beyond classroom

PERFORMANCE TASKS ◄

PERFORMANCE TASKS Will help students give value to tasks

and gain sense of fulfillment Encompass higher-order thinking skills

problem solving, synthesizing lessons, independent inquiry

Help master procedures and processes

Student should have some choice/influence in selecting the task

LEARNING LOGS AND JOURNALS

LEARNING LOGS AND JOURNALS◄

LOGS Brief/concise entries

JOURNALS Longer and more descriptive More personal and narrative in

content Subjective opinions Personal experiences and feelings

LEARNING LOGS AND JOURNALS◄

Help connect lessons taught in class to other subject areas and even outside school

Serves as a way of note-taking Help teacher monitor levels of

interest and motivation Serves as a means of constant

teacher-student interaction

OBSERVATION CHECKLIST

OBSERVATION CHECKLIST◄

HELP TEACHERS TO: Monitor progress of students Monitor rate of development Monitor competence and

knowledge on specific skills

OBSERVATION CHECKLIST◄

HELP TEACHERS TO: Track who have mastered

important skills Track who needs further aid See if changes in curriculum is

needed Present student progress in

parent consultations

GRAPHIC ORGANIZERS

GRAPHIC ORGANIZERS◄

Visual “maps” that simplifies complex relationships or concepts with the use of sequencing, comparing and contrasting, and classifiying.These skills are needed to enable students organize and clearly understand the lesson


Will help them find patterns and make sense out of the info given to them by drawing conclusions on relationships and interconnections of the specific concepts


Teacher will be able to see if student can communicate lesson in simplest way possible

Student will think of possible applications of the concepts


USES: Representation of abstract

concepts Representation of relationships b/w

these concepts Method to organize/think of addtl

ideas related to the concept Depiction of the relation of newly

taught knowledge with past lessons Strategy to recall and record info

INTERVIEWS AND CONFERENCES

INTERVIEWS AND CONFERENCES◄

EXAMPLES: Conversations Oral examinations Book interviews Discussions of comments and

reflections Grade consultations


TEACHERS: Evaluate student reasoning and

narratives Evaluate communicative and social

skills Provide opportunity to know if student

applies the lesson Respond more clearly and individually

to student Foster a good teacher-student

relationship


STUDENT Help clarify thinking Would feel that their ideas and

opinions matter


SELF-EVALUATION Evaluate own progress Set own short- and long-

term goals Appreciate own

achievements

CRITICISMS

CRITICISMS◄

INTERVIEWS/PRESENTATION Subjective especially peer

evaluation Descending interest/focus of

evaluators Influence from previous

presentors

CRITICISMS◄

SELF-ASSESSMENT Encourage narcissistic, self-indulgent

and self-centered personality Students gain too much control over

own learning May result to boundless and

unreceiving attitute from students – denial of failure

Might influence them to reject honest criticisms from others

Create illusions of undeserved credit

CRITICISMS◄

PORTFOLIOS Can simulate illusions of

achievement Students and teachers tend to

value form over content Visual appearance might

distract assessor Well-done visuals may mask mediocre

content

CRITICISMS◄

PERFORMANCE TASKS Students might do things

purely for purpose of grades (or for making a portfolio) rather than for learning

Real-life tasks become chores and lose their value

Ex. Outreach

Alternative Methods to Assessment

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