Alternative Assessment Chapter 5

Alternative Assessment Any type of assessment that differs from a traditional test. Can you give two examples of alternative assessment and two examples of traditional assessment?

Authentic Assessment Any type of alternative assessment done in a “real world setting” (Linn and Gronlund, 1995) Perform in gamelike conditions Requires cognitive engagement (rules, strategy, positioning) Apply skills and knowledge in dynamic, gamelike conditions

Rationale for Alternative Assessment Accountability Weakness of Standard Testing Procedures Authenticity Accuracy

Measurement Issues Validity Reliability Objectivity

Types of Alternative Assessment Student project Portfolio Event task Student log Student journal Observations – teacher, peer, self

Scoring Criteria for Alternative Assessment The specific assessment chosen, combined with the performance criteria, create the evaluation of student achievement. Analytic assessment – particular skill Holistic assessment – playing the game

Portfolios A representative collection of student work over time. Evaluation based on ability to show that student has met goals for the class. Accompanying cover letter must clearly state criteria for evaluation.

Portfolio Examples Soccer Play: videotape of game play brief review of key rules critique of soccer game watched skill chart demonstrating improvement journal of student success evidence of play in recreational league

Student Logs A record of student performance showing critical factors relative to expected results. Keep reporting forms simple. Use the log as a motivational tool.

Student Log Sample Entries Performance changes Documentation of progress Documentation of participation (especially outside of school hours).

Student Journals A record of student attitudes, choices and feelings. Entries are not viewed as right or wrong since they are reflective. Criteria include ability to analyze, explain and describe.

Rubrics The scoring criteria by which student performance is judged. Evaluates multiple criteria simultaneously. Each level has descriptors or standards.

Purpose of Rubrics Herman, Aschbacher, and Winters (1996) Help teachers define excellence and plan how to help students achieve Communicate to students what constitutes excellence and how to evaluate their work Communicate goals and results to parents and others Help teachers be accurate, unbiased, and consistent in scoring Document the procedures used in making important judgments about students

Types of Rubrics Checklists Rating Scales Two point scale – Yes or No Useful in measuring narrow and concrete dimensions or attainment of basic skills Rating Scales Analytic Holistic Measures degree of attainment of desired behavior

Developing Rubrics Wiggins, 1998 Discriminate between performances Rely on descriptive language Provide useful discrimination Emphasize finished product

Checklists Used to determine presence or absence of critical elements. Generally uses a “yes/no” response. Use elements that are easily observable. Use elements that are critical to success.

Developing a Checklist 1. Decide on behavior or skill to be assessed. 2. Determine how many elements to include. 3. Use vivid language for each element. 4. Determine the order of elements. 5. Use parallel language to describe the elements. 6. Pilot the checklist. 7. Revise as necessary.

Rating Scales Determine the degree to which identified criteria have been met. Avoid subjectivity with clear descriptors. Designate specific components to be assessed. Designate levels of performance. Likert Scale, Usually/Frequently/Seldom

Developing a Rating Scale 1. Decide on the behavior or skill to be evaluated. 2. Determine how many levels of performance to include. 3–5 levels are preferred. 3. Determine the top level of performance. 4. Create additional levels using parallel language. 5. Pilot the rubric. 6. Revise as necessary.