ALTERNATIVE ASSESSMENT

Prepared by
Shellon Samuels-White
 ALTERNATIVE ASSESSMENT

The utilization of non-traditional approaches in

judging student performance: to determine what
students can do.
.

Performance Authentic
assessments assessments
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 Performance vs Authentic tasks

Authentic assessments focuses on students applying

knowledge & skills in real-life settings - resembling
how industry related professionals operate.

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Alternative Assessment can be used as
both Formative or Summative
Assessment

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Alternative assessments are used to assess students’
proficiency in performing complex learning
outcomes.
Students are given the opportunity to :

Demonstrate ability to demonstrate what they can do with

what they know
Perform a meaningful task
Receive feedback on relevant & defensible criteria
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 EXAMPLES
Conducting Surveys Critiques
Projects
Skits or Plays Oral Presentations

Portfolios (physical or
electronic (e.g., a personal Simulations Case analysis/ studies
website or software).

Interviews Simulated performance Student-Created Visuals

Student-Produced Letter to Editor

Demonstrations OR Debates/panel
Authentic writing pieces discussions

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 Components of Performance/Authentic Skills
Successful performance has several components.

.
 Knowledge: facts, theoretical aspect of the subject. These
components can be measured by traditional tests.

 Skills: The practical application of knowledge to solve problems.

 Affective: attitudes, dispositions, character traits. The affective

component can be included in the skill assessment (e.g. handling
equipment in a careful manner).
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Characteristics of Alternative Assessments

Students:
create/produce/perform
know the evaluation criteria
self-assess
explore real-life situations
develop the 4cs
learn beyond the scope of the
assignment.
L
 The 4Cs

3/7/2019 PREPARED BY SHELLON SAMUELS-WHITE

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 HOW TO CRAFT
ALTERNATIVE TASKS
 Detail the knowledge, skills and
affective components.

Knowledge Skills Affective

 Facts/concepts/processes • Skills students • Attitudes to be

students need to know & need to develop developed.
understand in order to
complete the task. • Must promote
• Must promote 21st Century
transfer of
 Must be aligned to the learning
learning, critical
curriculum. dispositions e.g.
thinking & perseverance,
problem solving reflective
skills. thought, etc.
 Write Performance Objectives for
Skills & Products

(a)Select/Write complex learning outcomes.

(DOK 3&4)

(b)List enough specific performance outcomes

to clarify what is meant by an effective
performance to students & second markers.
 KEY CURRICULUM TERMS

GENERAL OBJECTIVES
attained after a sequence of learning.
recognizable by verbs that are too vague to be measured
directly.

SPECIFIC OBJECTIVES
These are clear statements about what students are expected
to know, do, or value as a result of the learning experience.
recognizable by a directly measurable verb such as define or
analyze, construct.
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 Determine the following:

 Focus (product/process/both)

 Level of realism (authentic vs.

performance)

 Performance situation
 Draft the task!

GRASPS MODEL

(Helps in framing the task)

TASK
 FRAMING YOUR PERFORMANCE TASKS

Situation/context?

3/7/2019 PREPARED BY SHELLON SAMUELS-WHITE

 Design matching scoring
sheets !

Think about:
 Selecting appropriate criteria that are
aligned to the goals being assessed.

 The method of scoring that is most

appropriate (whether rubric, rating scale,
checklist)
MOODLE: SCORING INSTRUMENTS (SHORT VIDEO)
 CONCLUSION
Alternative Assessments establish realistic contexts
that reflect genuine applications of knowledge.
Students are often motivated and engaged by such
“real world” challenges.

They enable teachers to gauge student understanding

and proficiency with complex processes (e.g.,
research, problem solving, and writing), not just
measure discrete knowledge.
 Sources

Berkeley Center for Teaching and Learning (2018). Alternatives to

Traditional Testing Center for Teaching & Learning.
https://teaching.berkeley.edu/resources/improve/alternatives-traditional-
testing
Brigham Young University. (n.d). Using Alternative Assessments.
https://ctl.byu.edu/using-alternative-assessments
Gronlund, N., Linn, R. (2000). Measurement and assessment in teaching (8th
Ed.). Prentice Hall International (UK) Limited.
Indiana University Bloomington. (2018b). Authentic Assessment.
https://citl.indiana.edu/teaching-resources/assessing-student-
learning/authentic-assessment/
Prince Ea. (2019, March 20) Student vs. Teacher (2020 [video].
https://www.youtube.com/watch?v=H4xH8sw0Eh8&t=30s
Wiggins, Grant. (1998). Ensuring authentic performance. Jossey-Bass.
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