2. Alternative Assessment
Chapter 5
Alternative Assessment

3. 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?

4. Authentic Assessment
A type of alternative assessment done in a “real world setting”
perform in game-like conditions
requires cognitive engagement (rules, strategy, positioning)
apply skills and knowledge in dynamic, game-like conditions

5. Rationale for Alternative Assessment
accountability
weakness of standard testing procedures
authenticity
accuracy

6. Types of Alternative Assessment
event task
student project
student journal
student log
portfolio

7. Measurement Issues validity reliability objectivity
Specific criterion-referenced standards are critical to the effective use of alternative assessments.

8. 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

9. Guidelines for Rubrics Wiggins, 1998
The best rubrics:
discriminate between performances.
rely on descriptive language.
provide useful discrimination.
emphasize finished product.

10. 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

11. 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.

12. 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.

13. 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

14. Scoring Rubric for a Student Project

15. Scoring Rubric for a Portfolio