1. Alternative Assessment
Chapter 5

2. 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?

3. 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

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

5. Measurement Issues
Validity
Reliability
Objectivity

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

7. 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

8. 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.

9. 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

10. 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.

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

12. 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.

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

14. 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

15. 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

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

17. 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.

18. 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.

19. 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

20. 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.