1. Alternative Assessment
Lesson Twelve
Alternative Assessment

2. Contents Tests vs. Assessment
Definition & Characteristics of Alternative Assessment
Traditional vs “Alternative” Assessment
Performance-based Assessment
Why Alternative Assessment
Portfolios
definition, characteristics
advantages, guidelines
Observation
Journal
Summary
Yun-Pi Yuan 2

3. Questions to Discuss
What’s the difference between tests and assessment?
What does “alternative assessment” mean?
What’s the difference between traditional and alternative assessment?
Is performance-based assessment the same as alternative assessment?
Yun-Pi Yuan 3

4. Tests vs. Assessment (1)
All tests are assessments, but not all assessments are tests.
(Brown 5)
Tests
Assessment
Teaching
Yun-Pi Yuan 4

5. Tests vs. Assessment (2) Tests: Assessment: Formal procedures
Strict time limitations
Sample the performance of an individual in a specific domain
Assessment:
Includes all occasions
Both formal and informal
Alternative assessment: early 1990s
Fairness
Balance of power relationships in the classroom
Yun-Pi Yuan 5

6. Alternative Assessment
Definition:
Any method of finding out what a student knows or can do that is intended to show growth and inform instruction and is alternative to traditional forms of testing, namely, multiple-choice tests.
Multi-assessment methods, rather than sticking to traditional paper-and-pencil tests.
Yun-Pi Yuan 6

7. Characteristics of Alternative Assessment
Require Ss to perform, create, produce, or do something
Use real-world contexts or simulations
Assess Ss on what they do in class every day
Focus on processes as well as products
Higher-level thinking & problem-solving skills
Provide info. about Ss’ strengths & weaknesses
Use human judgment in scoring
More (cited in Brown 252; Brown & Hudson )
Yun-Pi Yuan 7

8. Traditional versus “Alternative” Assessment (1)
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)
Yun-Pi Yuan 8

9. Traditional versus “Alternative” Assessment (2) (Brown 13)
One-shot, standardized exams
Continuous long-term assessment
Timed, multiple-choice format
Untimed, free-response format
Decontextualized test items
Contextualized communicative
Scores suffice for feedback
Individualized feedback/washback
Norm-referenced scores
Criterion-referenced scores
Focus on the “right” answer
Open-ended, creative answers
Summative
Formative
Oriented to product
Oriented to process
Non-interactive performance
Interactive performance
Fosters extrinsic motivation
Fosters intrinsic motivation
Yun-Pi Yuan 9

10. Advantages Traditional multiple-choice tests: Alternative assessment:
Highly practical
Highly reliable
Alternative assessment:
Beneficial washback
Authenticity greater face validity
Some suggestions:
See Brown 254.
(See figure 10.1, Brown 253)
Yun-Pi Yuan 10

11. Performance-based Assessment
Productive, observable skills of content-valid tasks
A subset of authentic assessment, but not all authentic assessment is performance-based
Alternative assessment could be performance-based.
Characteristics of performance assessment:
Constructed response
Higher-order thinking involved, with open-ended, meaningful, engaging, and authentic tasks
Integration of language skills
Both process and product are assessed
A student’s mastery is emphasized
Yun-Pi Yuan 11

12. Three Basic Assessment Types
Following Brown & Hudson’s (1998) classification:
Alternatives in assessment:
Selected response:
T/F, matching, multiple-choice
Constructed response:
Fill-in, short answer, performance assessments
Personal response:
Conferences, portfolios, self/peer assessments
Yun-Pi Yuan 12

13. Another Classification
Evaluation with tests
Purposes/uses
Kinds
Formats
Characteristics of good tests
Evaluation without tests (alternative assessment)
Portfolios
Journals
Conferences, interviews
Observations
Performance assessment
Self & peer assessment
Yun-Pi Yuan 13

14. Why Alternative Assessment?
Uncertain about test scores
What’s the real difference between scores of 59 and 61 (esp. 60 = passing score)
Small or chance difference in test scores
No such thing as a perfect test
Multi-method assessment in order to account for multi-culture, multi-intelligences of learners
It can assess learning processes in an on-going manner
Many Ts become dissatisfied with the mismatch between how they teach & how assessment is done
Yun-Pi Yuan 14

15. 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 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)
Yun-Pi Yuan 15

16. Characteristics of Portfolios
Teacher and students can negotiate to decide what is included.
The learner has some control over what is being assessed. (learner-centered)
Not necessary to include everything, depending on the purpose
To document development over time (e.g., drafts)
Typical portfolio: four sections
Introduction: portfolio contents, reflective essay
Academic works
Personal section, e.g. journals, photos
Assessment section: evaluation from peers, teachers
Yun-Pi Yuan 16

17. Guidelines State objectives clearly.
Give guidelines on what materials to include.
Communicate assessment criteria to students.
Designate time within the curriculum for portfolio development.
Establish periodic schedules for review and conferencing.
Designate an accessible place to keep portfolio.
Provide positive washback-giving final assessments.
Yun-Pi Yuan 17

18. Advantages Foster intrinsic motivation, responsibility & ownership
Promote S-T interaction with T as facilitator
Individualize learning & celebrate uniqueness of each student
Provide tangible evidence of a S’s work
Facilitate critical thinking, self-assessment, & revision processes
Opportunities for collaborative work w/ peers
Assessment of multiple dimensions of language learning
Yun-Pi Yuan 18

19. Good Assessment Method?
Is portfolio a good assessment tool?
Check against the characteristics of good assessment:
Validity
Reliability
Practicality
Authenticity
Washback
(Brown 259; Bailey 218)
Yun-Pi Yuan 19

20. Observation (1) Purpose:
for teachers to make inferences about instructional or learning processes or strategies
to explain failure to learn
Systematic, planned procedure for real-time recording of S verbal and nonverbal behavior
Yun-Pi Yuan 20

21. Observation (2) Planning classroom observation
the objectives of the observation
aspects of teaching/learning included in obs.
keep elements of observation at one time limited
number of Ss being observed at one time
how many observations, one occasion or repeatedly?
how to record your observations
Anecdotal records, checklists, rating scales (Brown 268)
how you will use the results
Yun-Pi Yuan 21

22. Journal (1) Definition: Features:
An account of one’s thoughts, feelings, reactions, assessments, ideas, or progress toward goals
With little attention to structure, form or correctness
Features:
Self-reflection
Writing practice; writing as a thinking process
Individualization
Communication with the teacher
Most formative
Yun-Pi Yuan 22

23. Journal (2) Guidelines: A good assessment measure?
Introduce Ss to the concept of journal writing.
State the objectives of the journal. (Brown 262)
Give guidelines on what kinds of topics to include.
Provide optimal feedback in your responses.
Designate appropriate time frames & schedules for review.
Provide formative, washback-giving final comments.
A good assessment measure?
Yun-Pi Yuan 23

24. Summary of Alternative Assessment
principle
portfolio
journal
conference
interview
observation
self/peer
prcticality
low
mod
reliability
Face validity
high
Content validity
washback
authenticity
Yun-Pi Yuan 24

25. Performance Tests
Second Language Assessment: performance of a particular job or set of situated functions.
Strengths: using stimulus materials
Authentic
Direct
Highly contextualized
(Bailey )
Yun-Pi Yuan 25