1. Lesson Five Alternative Assessment: Performance tests & Portfolios

2. Contents Traditional vs “ Alternative ” Assessment Traditional vs “ Alternative ” Assessment Traditional vs “ Alternative ” Assessment Traditional vs “ Alternative ” Assessment Performance Tests Performance Tests Performance Tests Performance Tests Portfolios Portfolios definition definition definition characteristics characteristics characteristics Alternatives in Assessment Alternatives in Assessment Alternatives in Assessment Alternatives in Assessment

3. Traditional versus “Alternative” Assessment One-shot tests Continuous, longitudinal assessment Indirect tests Direct assessment Inauthentic tests Authentic assessment Individual projects Group projects No feedback provided to learners Feedback provided to learners Speeded exams Untimed exams Decontextualized test tasks Contextualized test tasks Norm-referenced score interpretation Criterion-referenced score interpretation Standardized tests Classroom-based tests Bailey, Kathleen M. (1998) Learning about Language Assessment. (p. 207)

4. Performance Tests Second Language Assessment: performance of a particular job or set of situated functions. Second Language Assessment: performance of a particular job or set of situated functions. Strengths: using stimulus materials Strengths: using stimulus materials Authentic Authentic Direct Direct Highly contextualized Highly contextualized

5. Definition of 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 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 tell the story of their achievements, skills, efforts, abilities, and contributions to a particular class ” (Brown & Hudson, p. 664) “ A purposeful collection of students ’ work that tell the story of their achievements, skills, efforts, abilities, and contributions to a particular class ” (Brown & Hudson, p. 664)

6. Teacher and student can negotiate to decide what is included Teacher and student can negotiate to decide what is included The learner has some control over what is being assessed. The learner has some control over what is being assessed. Learner-centered Learner-centered Not necessary to include everything, depending on the purpose Not necessary to include everything, depending on the purpose Typical portfolio: four sections Typical portfolio: four sections Introduction: portfolio contents, reflective essay Introduction: portfolio contents, reflective essay Academic works Academic works Personal section, e.g. journals, photos Personal section, e.g. journals, photos Assessment section: evaluation from peers, teachers Assessment section: evaluation from peers, teachers Characteristics of Portfolios

7. Alternatives in Assessment Selected-response Assessments Selected-response Assessments True/False True/False Matching Matching Multiple-choice Multiple-choice Constructed-response Assessments Constructed-response Assessments Fill in Fill in Short answers Short answers Personal-response Assessment Personal-response Assessment Conferences Conferences Portfolio Portfolio Self and peer assessments Self and peer assessments