1. Alternative Assessment Larry D. Hensley University of Northern Iowa Chapter 8

2. Testing Assessment An act

3. Evaluation Formative vs. Summative Norm-Referenced Measurement vs. Criterion-Referenced Measurement

4. Alternative Assessment Portfolios Role-playing Interviews Event Tasks Individual or group projects Open-ended questions Student logs or journals Exhibitions Observation

5. Domains to measure Cognitive Affective Psychomotor

6. Alternative or Authentic Assessment “…designed to take place in a real-life setting, one that is less contrived and artificial than traditional forms of testing.”

7. Authentic Assessment Is thought to be performance-based, requiring students to demonstrate specific skills and competencies rather than simply selecting one of several predetermined answers to a question.

8. The BIG Question Can biasfree criteria be established to judge performance on the assessment task?

9. Technical Quality of Alternative Assessment Reliability Validity Fairness

10. Criteria for Determining the Validity of Alternative Assessments Consequences Fairness Transfer and generalizability Cognitive complexity Content quality Content coverage Meaningfulness Cost and efficiency

11. Validity Standards for Alternative Assessment Is the score unbiased? Can scores be used to describe what students have learned? Are scores useful for making student generalizations? Can scores be used to diagnose student strengths and weaknesses? Is there corroborating evidence that assessment serves intended purposes Does the assessment have positive consequences for learning and instruction?

12. Table 8-1 Sample Checklist for Throwing Performance BehaviorCheck if observed Comments Nonthrowing side to target Throwing hand starts behind ear Steps toward target with opposite foot Elbow leads hand forward Forearm extension prior to release Release point just past the head Trunk rotation Follow-through toward target

13. Establishing Criteria for Judging Alternative Assessments Checklist Be specific Analytic assessment Observe component “pieces” when analyzing performance Holistic assessment Evaluate the overall quality of the performance

14. Developing Scoring Rubrics Develop specific description of score differences 5 – Excellent 4 – Good 3 - Satisfactory 2 – Fair 1 - Poor What do these words mean? Be descriptive

15. Alternative Assessment Techniques Observation Individual or Group Projects Portfolios Exhibitions Student Logs or Journals

16. Guidelines for Developing Alternative Assessments Determining Purpose Defining the Target Selecting the Appropriate Assessment Task Setting Performance Criteria Determining the Quality of the Assessment

17. Tips for Improving Alternative Assessment Ensure assessment is congruent with intended outcomes and instructional practices Recognize that observation is a legitimate method of assessment Use an assessment procedure appropriate for the use of the results Use authentic assessment in realistic settings Design clear, explicit scoring rubrics Provide scoring rubrics to students Be objective! Record immediately after observation Use multiple observations Supplement observations with other evidence of achievement

18. Some Questions to Consider Is the assessment task.... matching the outcome goals? meaningful to students, parents, and teachers? fair and free from bias? task authentic? measurable? feasible?