Post on 27-May-2017
ALTERNATIVEMETHODS TO ASSESSMENT
TRADITIONALASSESSMENT
METHODS
TRADITIONAL ASSESSMENT METHODS ◄
BEHAVIORIST EDUCATIONAL THEORY
Learning = Change in behavior
TRADITIONAL ASSESSMENT METHODS ◄
Curriculum designed to teach the same topics, at the same pace, sequence and method
Assessment uniform in content, formats, testing conditions, and time limits
TRADITIONAL ASSESSMENT METHODS ◄
students focus too much on the credit rather than aiming for authentic learning
Schools and educators tend to teach the test itself due to pressure to the school credibility and prestige
CONSTRUCTIVISM
CONSTRUCTIVISM ◄
STUDENT Learns at different paces and
processes information in different ways, depending on his/her background, interest and motivation, values and prior knowledge
CONSTRUCTIVISM ◄
LEARNING complex, gradual, and
individual not just merely a change in
behavior
Memorization vs. Understanding
Responsibility of student over own learning
Intrinsic motivation
CONSTRUCTIVISM ◄
EDUCATOR personal observations in the
classrooms as a more helpful way of assessing
individualize learning by adjusting the lesson plan to the specific needs of students
let the student take part in formulating the teaching methods
CONSTRUCTIVISM ◄
ALTERNATIVE METHODSassessment + learning
part of the whole learning experience
stimulate more productive learning more process-oriented than product-
oriented.
CONSTRUCTIVISM ◄
ALTERNATIVE METHODS students create“constructed
responses" rather than select from a pool of choices
can also be standardized Criteria/rubrics Same conditions/topic/guidelines
achievements of each student treated differently
CONSTRUCTIVISM ◄
EXAMPLES OF CONSTRUCTED RESPONSES
Portfolio Performance task Project Demonstration of mastery Simulation Profile documentation of academic and non-academic
achievements through ratings, critics from teachers, peers and parents, certificates and descriptions.
PORTFOLIO
PORTFOLIO ◄
“a collection of student work gathered for a particular
purpose that exhibits to the student and others the
student’s effort, progress or achievement in one or more
areas”
PORTFOLIO ◄
CONTENT: Introduction* Student artifacts/works Student reflections* Self-evaluation* Short- or long-term goals* Parent and peer evaluation Traditional assessments tools **
PORTFOLIO ◄
STUDENT Select items for their own
portfolios Reflect on their own works Monitor their own progress Create goals based on his/her
current achievements
PORTFOLIO ◄
TEACHER: Monitor student growth Record lessons learned Use for parent consultation and
advising Encourage/motivate students Help students achieve self-
actualization /sense of fulfillment
PORTFOLIO ◄
PORTFOLIO: Contain variety of work from diff
fields Content selected by both teacher
and student Teachers select general items first Teacher may set criteria from which
the student will select entries Peers and parents may also select
entries
PORTFOLIO ◄
SHOULD BE:1. Continuous and ongoing– to show development overtime
2. Multidimensional– contains a wide variety of artifacts
3. Selective– artifacts selected for value and not for the
sake of collecting alone4. Reflective5. Has clearly defined criteria
PERFORMANCE TASKS
PERFORMANCE TASKS ◄
TASKS: Should tap both broader/general
concept and the application of more specific processes
Can be applied in everyday life or in their future professions
Can be used/watched by a larger audience beyond classroom
PERFORMANCE TASKS ◄
PERFORMANCE TASKS Will help students give value to tasks
and gain sense of fulfillment Encompass higher-order thinking skills
problem solving, synthesizing lessons, independent inquiry
Help master procedures and processes
Student should have some choice/influence in selecting the task
LEARNING LOGS AND JOURNALS
LEARNING LOGS AND JOURNALS◄
LOGS Brief/concise entries
JOURNALS Longer and more descriptive More personal and narrative in
content Subjective opinions Personal experiences and feelings
LEARNING LOGS AND JOURNALS◄
Help connect lessons taught in class to other subject areas and even outside school
Serves as a way of note-taking Help teacher monitor levels of
interest and motivation Serves as a means of constant
teacher-student interaction
OBSERVATION CHECKLIST
OBSERVATION CHECKLIST◄
HELP TEACHERS TO: Monitor progress of students Monitor rate of development Monitor competence and
knowledge on specific skills
OBSERVATION CHECKLIST◄
HELP TEACHERS TO: Track who have mastered
important skills Track who needs further aid See if changes in curriculum is
needed Present student progress in
parent consultations
GRAPHIC ORGANIZERS
GRAPHIC ORGANIZERS◄
Visual “maps” that simplifies complex relationships or concepts with the use of sequencing, comparing and contrasting, and classifiying.These skills are needed to enable students organize and clearly understand the lesson
GRAPHIC ORGANIZERS◄
Will help them find patterns and make sense out of the info given to them by drawing conclusions on relationships and interconnections of the specific concepts
GRAPHIC ORGANIZERS◄
Teacher will be able to see if student can communicate lesson in simplest way possible
Student will think of possible applications of the concepts
GRAPHIC ORGANIZERS◄
USES: Representation of abstract
concepts Representation of relationships b/w
these concepts Method to organize/think of addtl
ideas related to the concept Depiction of the relation of newly
taught knowledge with past lessons Strategy to recall and record info
INTERVIEWS AND CONFERENCES
INTERVIEWS AND CONFERENCES◄
EXAMPLES: Conversations Oral examinations Book interviews Discussions of comments and
reflections Grade consultations
INTERVIEWS AND CONFERENCES◄
TEACHERS: Evaluate student reasoning and
narratives Evaluate communicative and social
skills Provide opportunity to know if student
applies the lesson Respond more clearly and individually
to student Foster a good teacher-student
relationship
INTERVIEWS AND CONFERENCES◄
STUDENT Help clarify thinking Would feel that their ideas and
opinions matter
INTERVIEWS AND CONFERENCES◄
SELF-EVALUATION Evaluate own progress Set own short- and long-
term goals Appreciate own
achievements
CRITICISMS
CRITICISMS◄
INTERVIEWS/PRESENTATION Subjective especially peer
evaluation Descending interest/focus of
evaluators Influence from previous
presentors
CRITICISMS◄
SELF-ASSESSMENT Encourage narcissistic, self-indulgent
and self-centered personality Students gain too much control over
own learning May result to boundless and
unreceiving attitute from students – denial of failure
Might influence them to reject honest criticisms from others
Create illusions of undeserved credit
CRITICISMS◄
PORTFOLIOS Can simulate illusions of
achievement Students and teachers tend to
value form over content Visual appearance might
distract assessor Well-done visuals may mask mediocre
content
CRITICISMS◄
PERFORMANCE TASKS Students might do things
purely for purpose of grades (or for making a portfolio) rather than for learning
Real-life tasks become chores and lose their value
Ex. Outreach