Sri Wati Handayani 11414203109

Alternative Assessment

Brown and Hudson (2004, p. 251) alternative assessment is counterproductive

because the term implies something new and different that may be "exempt from the

requirements of responsible test construction.

Brown and Hudson (2004) defining the characteristics of various alternatives in

assessment Require students to perform, create , produce, or do something, Use real-

world contexts or simulations, Are nonintrusive in that they extend the day-to-day

classroom activities, Allow students to be assessed on what they normally do in class

every day, Use tasks that represent meaningful instruction activities.

Dilemma of maximizing both practically and wash back

The relationship of practicality/reliability to washback/authenticity. Large-scale,

standardized, multiple-choice test cannot offer much wash back or authenticity, nor can

portfolios, journals, and conferences offer much practicality and reliability.

Brown and Hudson’s (2004) admonition to investigate the practicality, reliability, and

validity of those alternatives at the same time that we celebrate their face validity,

washback potential, and authenticity. Assessment proposed to serve as triangulating

measures of competence imply a responsibility to be rigorous in determining objectives

response modes, and criteria for evaluation and interpretation.

a. Performance Based Assessment

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 O'Malley and Valdez Pierce in Brown (2004, p.255) considered performance-

based assessment to be a subset of authentic assessment. It means that not all assessment

includes authentic assessment. We can infer that reading, listening, and thinking have

many authentic manifestations. But because they are not directly observable in

themselves, they are not performance-based.

b. Techniques in Alternative Assessment

There are some alternative assessment techniques :

1. Portfolio

Portfolio is one of the most popular alternatives in assessment within a framework

of communication language teaching. According to Kulieke et al, in Samire Dikli ,

portofolio consist of student work that displays mastery of skill of the task and

expression.

2. Journals

Journal known as a recording of daily events, personal reflection, questions about

the environment and reactions to experiences in daily activity . Staton et al (1987) in

Brown stated that Journal is a log ( or “account” ) of one’s though, feelings, reactions,

assessments, ideas, or progress toward goals usually written with little attention to

structure, form, or correctness.

3. Conferences and Interviews

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 Interviews with students can yield extensive information about the student’s

language and more importantly about the process of learning; it also allows for students’

reflections on aspects of instruction. In conferences it must assume that the teacher plays

the role of a facilitator and guide not of an administrator, of a formal assessment.

Between conference and interview can be goal in principle of assessment is their

practically. As long as the 'subject matter of the conference/interview is clearly focused

on the course and course objectives, content validity should also be upheld.

4. Observations

According to Brown (2004, p. 267) alternative assessment by observation is all of

the teacher in the school almost aware the observe the students. Usually, the observation

through checklist or carefully observations. However, the intuition about students follows

by empirical way to offer the tangible corroboration and conclusions. But sometimes, the

information about intuition corrected by observation data.

The purpose of observation is to assess students without their awareness of the

naturalness of their linguistic performance is maximized.

5. Self- and Peer-Assessment

Self Assessment is the ability to set the goals both within and beyond the structure

of the class. According to Boud in Spiller ( 2012, p. 3) , all assessment including self-

assessment comprises two main elements: making decisions about the standards of

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performance expected and then making judgments about the quality of the performance

in relation to these standards.

Types of self- and peer assessment

1. Assessment of [a specific] performance.

1. Indirect assessment of [general] competence.

2. Metacognitive assessment [for setting goals].

3. Socioaffective assessment.

4. Student-generated tests.

c. A Taxonomy of Self- and Peer-Assessment Tasks

Self- and peer-assessment tasks

Listening Tasks

Listening to TV or radio broadcasts and checking comprehension with a partner.

Listening to bilingual versions of a broadcast and checking comprehension.

Listening to an academic lecture and checking yourself on a "quiz" of the content.

Speaking Tasks

Filling out student self-checklists and questionnaires.

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Rating someone's oral presentation (holistically).

Detecting pronunciation or grammar errors on a self-recording.

Setting goals for creating/increasing opportunities for speaking.

Reading Tasks

Reading passages with self-check comprehension questions following.

Reading and checking comprehension with a partner.

Setting goals for creating/increasing opportunities for reading.

Writing Tasks

Revising written work on your own.

Using journal writing for reflection, assessment, and goal-setting.

Setting goals for creating/increasing opportunities for writing.

All kinds of assessments are need to assemble student information. So alternative

assessment is widely defined as any type of assessment in which student creates a

response to a question or task.