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Lesson Twelve

Lesson Twelve. Alternative Assessment. Contents. Tests vs. Assessment Definition & Characteristics of Alternative Assessment Traditional vs “ Alternative ” Assessment Performance-based Assessment Why Alternative Assessment Portfolios definition , characteristics

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Lesson Twelve

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  1. 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: • 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 654-55) Yun-Pi Yuan 7

  8. Traditional versus “Alternative” Assessment (1) Yun-Pi Yuan 8 Bailey, Kathleen M. (1998) Learning about Language Assessment . (p. 207)

  9. Traditional versus “Alternative” Assessment (2) (Brown 13) Yun-Pi Yuan 9

  10. Advantages • Traditional multiple-choice tests: • 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: • 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: • 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 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 208 - 215) Yun-Pi Yuan 25

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