Beyond tests alternative

Beyond tests alternative

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  By: Bernadeth Ginung Trianggini DwiMaryati
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  Alternative Assessments Brown andHudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction. Assessment procedures that are not like traditional tests with respect to format, performance or implementation
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  Traditional vs Alternative TraditionalAlternative One shot Continuous and longitudinal Indirect Direct Inauthentic Authentic Individual projects Group projects No feedback to learners Feedback to learners Speeded Power Decontextualised tasks Contextualised tasks Norm-referenced score reporting Criterion-referenced score reporting Standardised tests Classroom-based tests Summative Formative Product of instruction Process of instruction Intrusive Integrated Judgemental Developmental Teacher proof Teacher mediated
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  What should alternativeassessments do? Ask Ss to perform, create, produce or do something Tap higher level thinking skills Use tasks that are meaningful Invoke real world applications People, not machines, do the scoring Require new instructional and assessment roles for teachers
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  The alternatives inassessment must be:  Open ended in their time orientation and format  Contextualized to a curriculum  Referenced to the criteria ( objectives) of that curriculum and  Likely to build intrinsic motivation.
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  Some kinds ofthe alternatives in assessment: portfolios, journals, Conferences and interviews, Observation, and self assessment Etc.
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  PORTFOLIO What is aPortfolio? A purposeful collection of student work that exhibits the students’ efforts, progress, and achievements in one or more areas (Paulson and Meyer, 1991, p. 60) Collection of works stored in folders will have little value to teachers and students
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  Portfolios Include MaterialsSuch As: a. Essays and compositions in draft and final forms b. Reports, project outlines c. Poetry and creative prose d. Artwork, photos, newspaper or magazine clippings; e. Audio and/or video recordings of presentations, demonstrations, etc. f. Journals, diaries, and other personal reflection ; g. Test, test scores, and written homework exercises h. Notes on lecturer; and i. Self-and peer- assessments-comments, and checklists.
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  Main objectives ofportfolios Assessment Promote Learning/development – basis for teacher-student conference
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  What should theportfolio do/have? Portfolio should have value to both teacher and student Provide information beyond that provided by tests Require students to construct responses Require students to apply their knowledge Allow for the integration of language skills
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  SAMPLE PORTFOLIO ANALYSISFORM DATE: 5/1/92 STUDENT: Marisel A. TEACHER: Jones GRADE: 4 EDUCATIONAL GOAL: Student demonstrates ability on variety of writing tasks PERFORMANCE TASK CONTENTS ILLUSTRATING STUDENT PROGRESS DATE * Demonstrates interest and ability in variety of writing Literacy development Checklist 3/20/02 * Writes a short story Writing Sample: Dog Story 4/22/02 * Writes to communicate with others Letter Dialog Journal 4/10/02 3/31/02 * Expresses writing Preferences Self-Assessment of Writing 4/24/02 * Shares writing with others Anecdotal record 4/6/02 Summary Comments: _____________________________________________________________ _____________________________________________________________
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  JOURNALS  A journalis a log of one’s thought , feelings, reactions, assessments, ideas, or progress, toward goals, usually written with little attention to structure , form, o correctness.  journals obviously serve important pedagogical purposes : practice in the mechanics of writing , using writing as a thinking process, individual alization , and communications with the teacher .
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  JOURNALS Categories or purposesin journal writing, such as the following: a. Language learning logs b. Grammar journals c. Responses to readings d. Strategies based learning logs e. Self-assessment reflections f. Diaries of attitudes, feelings, and other affective factors g. Acculturation logs
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  CONFERENCES AND INTERVIEWS Conferences Conferencesis not limited to drafts of written work including portfolios and journals. Conferences must assume that the teacher plays the role of a facilitator and guide, not of an administrator, of a formal assessment. Interview Interview may have one or more of several possible goals in which the teacher  assesses the student’s oral production  ascertains a students need before designing a course of curriculum  seeks to discover a students’ learning style and preferences
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  Observations One overriding principleof effective interviewing centers on the nature of the questions that will be asked. Steps in carrying out classroom observation: 1. Determine the specific objectives of the observation. 2. Decide how many students will be observed at one time 3. Set up the logistics for making unnoticed observations 4. Design a system for recording observed performances 5. Plan how many observations you will make
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  Self Assessment andPeer Assessment
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  Self Assessment Teacher modellingof use of metacognitive processes and skills required How can it help students?  Student trial/practice of assessment skills  Introduction to relevant assessment criteria  Clarification of abstract assessment criteria Use of self assessment during rather than at the end of instructional unit.
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  Peer assessment: How doesit help students? Reminds learners they are not working in isolation Helps create a community of learners Improves the product Improves the process; motivates and even inspires Helps learners be reflective Stimulates meta-cognition
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  Some Limitations Not commonto all cultures Tendency for some teachers to ask students to self- mark, not self-assess The system must be supportive – e.g. test feedback and information so that students can self-assess Students tend to assess higher than their actual abilities. Students not used to assessing peers
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  SELF AND PEERASSESSMENT Five categories of self and peer assessment: 1. Assessment of performance, in this category, a student typically monitors him or herself in either oral or written production and renders some kind of evaluation of performance. 2. Indirect assessment of performance, indirect assessment targets larger slices of time with a view to rendering an evaluation of general ability as opposed to one to one specific. 3. Metacognitive assessment for setting goals, some kind evaluation are more strategic in nature, with the purpose not just of viewing past performance or competence but of setting goals and maintaining an eye on the process of their pursuit. 4. Socio affective assessment, yet another type of self and peer assessment comes in the form of methods of examining affective factors in learning. Such assessment is quite different from looking at and planning linguistic aspects of acquisition. 5. Student generated tests, a final type of assessment that is not usually classified strictly as self or peer assessment is the technique of engaging students in the process of constructing tests themselves.