ALTERNATIVE ASSESSMENT

Leidy Lorena Zafra

 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.
Its instruments are not only designed and
structured differently from traditional tests,
but are also graded and scored differently
 CHARACTERISTICS

 It’susually teacher-generated, as opposed to being

passed down from an administration, government or
third-party organization.
 Takes into account the individual background and
needs of every unique learner.
 Require students to perform, create, produce, or do
something
 Use real-world contexts or simulations
 Allows language learners to demonstrate content
knowledge and skills mastery without language
barrier difficulties.
 Assess students on what they do in class every day
 Focus on processes as well as products
 Higher-level thinking and problem-solving skills
 Provide information about students’ strengths and
weaknesses
 Use human judgment in scoring
WHAT ALTERNATIVE ASSESSMENT IS NOT

 NOT standardized. Similarly, alternative assessment

is not what is sometimes referred to as 'large-scale'
or 'high-stakes' assessment.
 NOT intended to replace or diminish the importance
of traditional assessments.
 NOT implemented in one specific moment in time.
 NOT a measurement of how a student performs
compared to peers
 NOT normally reported with quantitative data
TRADITIONAL ASSESSMENT VS. ALTERNATIVE
ASSESSMENT
One-shot tests Continuous, long-term assessment
Inauthentic tests Authentic assessment
Individual projects Group projects
No feedback provided to learners Feedback provided to learners
Decontextualized test tasks Contextualized test tasks
Standardized tests Classroom-based tests
Timed, multiple-choice format Untimed, free-response format
Focus on the “right” answer
Summative
Oriented to product
Non-interactive performance
Fosters extrinsic motivation
Encourages memorization of correct answers
Goal is to measure acquisition of knowledge
Emphasis on developing a body of knowledge
Open-ended, creative answers
Formative
Oriented to process
Interactive performance
Fosters intrinsic motivation
Encourages divergent thinking in generating
possible answers
Goal is to enhance development of meaningful
skills
Emphasis on ensuring proficiency at real-world
tasks
 POPULAR FORMS OF ALTERNATIVE
ASSESSMENT
 Essay  It shows how students think about a subject in a
more detailed way
 Portfolios  They are typically attached to specific learning
objectives and include a reflective piece by the student.
 Presentation  These activities allow a teacher to observe
his students performing the skills he is teaching.
 Authentic Assessment  This methods attempts to create a
real-world environment for students to exhibit their skills
and knowledge.
 Retellings  To analyze the retelling quantitatively use a
checklist of important elements in the story (setting, plot,
resolution, etc.) and assign a score for each.
 Open book exams  They encourage students to learn to
apply knowledge rather than memorize material. They are
usually somewhat less anxiety-provoking than regular tests.
 Crib Sheets  Allow students to bring some notes. The
process of deciding what to include in the notes, putting
concepts in your own words, etc., is also a good learning
experience for the students.
 Collaborative testing  Some instructors have students
take multiple choice tests in pairs or small groups. This
 Retake policies  Providing students with the opportunity
to repeat an exam benefits most students. It decreases student
anxiety and provides the opportunity for students to learn
from their mistakes.
 Adding the option of explanation to an M-C test 
Sometimes students feel that a multiple choice question can
be interpreted in more than one way; allowing students to
explain an answer decreases student anxiety and often
prevents penalizing the ‘good’ student for interpreting the
question at a deeper level than was intended.
 Replacing tests with summaries  Require students to
regularly write summaries of the class readings and lectures
 EVALUATING ALTERNATIVE
ASSESSMENT
 When evaluating an alternative assessment, educators often use rubrics.
 A rubric is a scoring guide for non-quantified assessments such as
presentations. The rubrics identifies quality work on the assignment and its
criteria through descriptive language.