Alternatives in Assessment

Discussion

 What’s the difference between tests and assessment?

What does “alternative assessment” mean?
What’s the difference between traditional and alternative
assessment?
Tests vs. Assessment
All tests are assessments, but not all
assessments are tests.

Tests

Assessment

Teaching
 Tests vs. Assessment (2)
• Tests:
– Formal procedures
– Strict time limitations
– Sample the performance of an individual in a specific
domain

• Assessment:
– Includes all occasions
– Both formal and informal
– Alternative assessment: early 1990s
• Fairness
• Balance of power relationships in the classroom
 Alternative Assessment
Definition

 Any method of finding out what a student knows

or can do and is intended to show growth and inform
instruction and is alternative to traditional forms of
testing, namely, multiple-choice tests.

Multi-assessment methods, rather than sticking to

traditional paper-and-pencil tests.
Characteristics of Alternative
Assessment
Require Ss to perform, create, produce, or do
something
Use real-world contexts or simulations
Assess Ss on what they do in class every day
Focus on processes as well as products
Higher-level thinking & problem-solving skills
Provide info. about Ss’ strengths & weaknesses
Use human judgment in scoring
Alternatives Assessment are:
 open-ended in their time orientation and format
 contextualized to a curriculum
 referenced to the criteria (objectives) of that
curriculum
 likely to build intrinsic motivation
Traditional versus “Alternative”
Assessment (1)
One-shot tests Continuous, longitudinal
assessment
Indirect tests Direct assessment
Inauthentic tests Authentic assessment

Individual projects Group projects

No feedback provided to Feedback provided to
learners learners
Speeded exams Untimed exams
Decontextualized test tasks Contextualized test tasks
Norm-referenced score Criterion-referenced score
interpretation interpretation
Standardized tests Classroom-based tests
 Traditional versus “Alternative”
Assessment (2) (Brown 13)
One-shot, standardized exams Continuous long-term assessment

Timed, multiple-choice format Untimed, free-response format

Decontextualized test items Contextualized communicative

Scores suffice for feedback Individualized feedback/washback

Norm-referenced scores Criterion-referenced scores
Focus on the “right” answer Open-ended, creative answers

Summative Formative
Oriented to product Oriented to process
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
Advantages

Traditional multiple-choice tests:

– Highly practical
– Highly reliable
Alternative assessment:
– Beneficial washback
– Authenticity greater face validity
Alternatives Assessment

1. Performance-Based Assessment
2. Portfolios
3. Journals
4. Conferences and Interviews
5. Observations
6. Self-Peer Assessment
Performance-based Assessment
Performance-based task involves test-takers in the
performance of tasks that are “as authentic as
possible” and that are “rated by qualified judges”

Characteristics of performance assessment:

– Constructed response
– Higher-order thinking involved, with open-ended,
meaningful, engaging, and authentic tasks
– Integration of language skills
– Both process and product are assessed
– A student’s mastery is emphasized
Three Basic Assessment Types
Following Brown & Hudson’s (1998) classification:
Alternatives in assessment:
– Selected response:
• T/F, matching, multiple-choice
– Constructed response:
• Fill-in, short answer, performance assessments
– Personal response:
• Conferences, portfolios, self/peer assessments
Another Classification
Evaluation with tests
– Purposes/uses
– Kinds
– Formats
– Characteristics of good tests
Evaluation without tests (alternative assessment)
– Portfolios
– Journals
– Conferences, interviews
– Observations
– Performance assessment
– Self & peer assessment
Why Alternative Assessment?

Uncertain about test scores

– What’s the real difference between scores of 59
and 61 (esp. 60 = passing score)
– Small or chance difference in test scores
No such thing as a perfect test
Multi-method assessment in order to account for
multi-culture, multi-intelligences of learners
It can assess learning processes in an on-going
manner
Many Ts become dissatisfied with the mismatch
between how they teach & how assessment is done
Portfolios
“A portfolio is a purposeful collection of student
work that exhibits the student’s efforts, progress,
and achievements in one or more areas.

The collection must include student participation

in selecting contents, the criteria for judging
merit, and evidence of student self-reflection”
(Paulson, Paulson & Meyer, 1991).

 “A purposeful collection of students’ work that

demonstrates their efforts, progress, and
achievement in given areas”(Brown, p. 130)
Portfolios Include Materials:
 Essays and composition draft and final form
 reports, projects and presentations outlines
 poetry and creative writing
 artwork, photos, newspaper or magazine
clipping
 Audio/video recording of presentations, etc
 journals, diaries, and other personal reflections
 test, test scores and written homework exercises
 notes on lectures
 self and peer assessment- comment, evaluation
and checklists
Characteristics of Portfolios
• Teacher and students can negotiate to decide what is included.
• The learner has some control over what is being assessed.
(learner-centered)
• Not necessary to include everything, depending on the purpose
• To document development over time (e.g., drafts)
• Typical portfolio: four sections
– Introduction: portfolio contents, reflective essay
– Academic works
– Personal section, e.g. journals, photos
– Assessment section: evaluation from peers, teachers
Guidelines
• State objectives clearly.
• Give guidelines on what materials to include.
• Communicate assessment criteria to students.
• Designate time within the curriculum for portfolio development.
• Establish periodic schedules for review and conferencing.
• Designate an accessible place to keep portfolio.
• Provide positive washback-giving final assessments.
Advantages
• Foster intrinsic motivation, responsibility & ownership
• Promote S-T interaction with T as facilitator
• Individualize learning & celebrate uniqueness of each student
• Provide tangible evidence of a S’s work
• Facilitate critical thinking, self-assessment, & revision processes
• Opportunities for collaborative work w/ peers
• Assessment of multiple dimensions of language learning
Attributes of Portfolio

CRADLE

Collecting
Reflecting
Assessing
Documenting
Linking
Evaluation
Observation (1)
• Purpose:
– for teachers to make inferences about instr
uctional or learning processes or strategies
– to explain failure to learn
• Systematic, planned procedure for r
eal-time recording of S verbal and
nonverbal behavior
 Observation (2)
• Planning classroom observation
– the objectives of the observation
– aspects of teaching/learning included in obs.
– keep elements of observation at one time limite
d
– number of Ss being observed at one time
– how many observations, one occasion or repeat
edly?
– how to record your observations
• Anecdotal records, checklists, rating scales (Brown 268)
– how you will use the results
 Journal (1)

• Definition:
– An account of one’s thoughts, feelings, reaction
s, assessments, ideas, or progress toward goals
– With little attention to structure, form or correc
tness
• Features:
– Self-reflection
– Writing practice; writing as a thinking process
– Individualization
– Communication with the teacher
– Most formative
 Journal (2)
• Guidelines:
– Introduce Ss to the concept of journal writing.
– State the objectives of the journal. (Brown 262)
– Give guidelines on what kinds of topics to inclu
de.
– Provide optimal feedback in your responses.
– Designate appropriate time frames & schedules
for review.
– Provide formative, washback-giving final comme
nts.
• A good assessment measure?
 Summary of Alternative Assessment

principle portfolio journal conferen interview observati self/peer

ce on
prcticality low low low mod mod mod

reliability mod mod low mod mod low

Face high mod high high high mod

validity
Content high high high high high high
validity
washback high high high mod mod high

authenticit high high high mod high high

y