Literature Review: Movement away from traditional assessment delivery methods

Education is continually transforming, by employing effective and innovative approaches,

to enhance learning experiences. Over the years, assessment methods have been gradually
evolving to better accommodate students’ changing needs, taking a turn away from traditional
assessment methods. This turn is primarily steered by the technological advancements occurring,
the higher emphasis on student-centered learning practices and the higher understanding of the
limitations that traditional assessment methods pose on the learning process. The articles revised
in this paper highlight the importance of integrating alternative assessment methods, as well as
the insights into how it can impact students’ overall learning outcome. This literature review
aims to explore the weaknesses and strengths of the shift away from traditional assessment
delivery methods towards alternative assessment delivery methods.

Traditional assessment methods are assessment methods with the aim of learners providing
responses based solely on memorization and analyzing information given in absence of real-
world contexts. Ghosh et al., (2020) stated that multiple choice questions, true and false, oral
examinations, and summative assessment are examples of assessment methods that could lead to
disengagement among students, causing a connection gap between students and a meaningful
learning process. Memorizing information is a lower-order cognitive ability, which leads
students to attain poor academic achievements. Fundamentally, assessment is any method used to
better understand the current knowledge that a student possesses, hence, collecting data about
students’ abilities and knowledge (Dikli, 2003). This definition might raise questions about how
much traditional assessment could be authentic and effective, based on its “one-shot” summative
nature (Ghosh et al., 2019).

Alternative assessment methods, on the other hand, require students to construct responses
by critically analyzing information presented in real-world contexts and employing higher order
thinking. Alternative assessment examples include designing, evaluating, and concluding, which
results in deep understanding, and an apparent stability in remembering what was learned. There
is a general agreement in literature that alternative assessment tasks add value to students,
because of their strong figurative context, as they include situations that resemble what students
might face in their professional roles (Ghosh et al., 2020). Furthermore, Anderson (1998) states
that unlike traditional assessment, which focuses on behaviors and skills, alternative assessment
emphasizes content development and the construction of active learner reorganization. As a
result, there is a comprehensive evaluation of both students’ knowledge acquisition and skill
application. Additionally, Wiggins (1993) views alternative assessments as applying good
judgment in adapting knowledge to create performances in a competent and creative manner.

Studies show that alternative methods of assessment have projected several benefits for
learners, resulting in better learning experiences, compared to the methods of traditional
assessment. The literature seems to argue on previous research that supports traditional
assessment, stating that alternative assessment is resulting higher academic achievers as
compared to their traditionally assessed counterparts (Ghosh et al., 2020). Alternative assessment
allows learners to engage in self-evaluation and peer evaluation, resulting in autonomous
learning with an emphasis on students’ performance. In addition, alternative assessment takes
into consideration language proficiency, learning styles, culture, educational backgrounds, and
different grade levels. Monib et al., (2020) describes five main benefits of alternative assessment,
beginning with how it evaluates complex goals where outcomes and processes are equally valued
triggering life-long skills, such as creative thinking, problem solving and synthesizing. Second,
alternative assessment includes asking for realistic tasks while maintaining authenticity, such as
designing a marketing strategy for a local F&B business. Third, alternative assessment methods
have virtuous instruction tools; this means there will be provision of thorough feedback for
students’ learning. Fourth, alternative assessment provides teachers with a more accurate picture
of their accomplishments. Fifth, it helps teachers easily communicate what they value, since
instruction and assessment will be aligned. Sixth, it helps meet the students’ various learning
styles such as kinesthetic, visual, and auditory. As a result, alternative assessment methods offer
many possibilities. Monib et al., (2020) conducted a thorough research on how alternative
assessment methods will affect students in an English classroom, in comparison to traditional
methods of assessment. It was concluded that positive attitudes were apparent with more
opportunities for both teachers and students. Based on the findings, it was demonstrated that
students were not only motivated by creating and assessing their own work, but also their
responsibility towards their learning was increased. Moreover, the implementation of alternative
methods of assessment reported to have positively influenced learners’ writing competence and
the results proved to be more practical than traditional assessment methods. Furthermore,
implementing alternative assessment methods in reading classes made the complicated readings
enjoyable. Self-assessment and peer feedback strategies were also implemented in this study and
were considered as the main factors in improving numerous classroom skills (Monib et al.,
2020).

Research revealed that the current movement pushing for the shift from traditional
assessment to alternative assessment practices involves the process of reconsidering how
learning occurs. According to Anderson (1998), the shift towards alternative assessment is
justified by how traditional assessment methods are based on its assumptions of universal
meaning in knowledge, its division between cognitive and affective abilities, its focus on isolated
information bits, its hierarchical structure, and its individualistic point of view. Conversely,
alternative methods of assessments acknowledge multiple meanings in knowledge, consider
assessment as subjective, emphasize on inquiry, actively engage the learner, encourage
collaboration, operate as facilitators for learning, and create a connection between affective and
cognitive abilities.

The transition from traditional assessment methods to alternative assessment methods

presents some implementation challenges. Past research indicated that authentic assessments are
time consuming and costly (Wiggins, 1989). According to Messick (1994), extensive time is
required for the new performance task to take place. Therefore, it is necessary to make the
necessary adjustments, such as conducting an analysis that compares cost and time required for
the two strategies, the old and new (Ghosh et al.,2019). Furthermore, Anderson (1998)
emphasizes the need to modify the instructional strategies including in-class and out-of-class
tasks. In addition, rubric alteration needs to be done to be aligned with the context. Finally,
Anderson (1998) specified that going through this transition might trigger a sense of insecurity or
uncertainty for both teachers and students. Specifically, the students, as it is essential that they
feel encouraged to take risks and feel safe to make mistakes without the fear of being penalized.
In addition, instructors might face issues in the process of adjusting to the change, as they no
longer bear sole responsibility of grading their learners, promoting the inclusion of peer and self-
evaluation techniques.

After undertaking this research about the shift from traditional to alternative assessment
methods, I emphasize its implementation in all educational institutions. With all the benefits that
alternative assessment offers, it is worth the effort to examine the most effective methods to
implement it in diverse contexts and settings. Vellaroel et al., (2019), stated that the correct
means to make this transition effective and authentic, is to have a sturdy educational leadership
and assure that the process serves the needs of students beyond graduation. Reflecting on my
own experience, being a teacher in an underdeveloped school in Lebanon, I have seen the
positive impacts of alternative assessment methods on the students and overall learning
experience. I witnessed, mainly, the increase in motivation reflected on my students’ social and
academic outcome. Even though traditional assessment methods are still being implemented in
the Lebanese context, baccalaureate examination for instance, there is the application of
alternative assessment methods in most schools, as an affirmation to the transformation of the
educational system. Alternative assessment methods can be flexible and adaptable. For instance,
group work, peer-assessment, or presentations, with the right implementation strategy, can fit
into any educational institution. I believe all educational institutions have the capability to make
a positive change to enhance their learning system, despite how the curriculum is constructed
and the resources available. A mindset supporting enhancement in the learning experience starts
with the will to change. Any learning environment that can achieve this transition and is able to
focus on both academic achievements, and the emotional, social, and personal growth of
students, is an environment fostering a meaningful learning experience. The use of innovative
strategies to keep up with both the educational advances and our rapidly evolving world, allows
educators to form generations that can grasp opportunities, pilot challenges, and impact their
society in a meaningful way.
References:

Anderson, R. S. (1998). Why Talk About Different Ways to Grade? The Shift from Traditional
Assessment to Alternative Assessment. Utah.
http://ereserve.library.utah.edu/Annual/DANCE/6853/Fiat/talk.pdf

Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. TOJET.

https://files.eric.ed.gov/fulltext/EJ1101956.pdf

Ghosh, S., Brooks, B., Ranmuthugala, D., & Bowles, M. (2020). Authentic versus traditional
assessment: An empirical study investigating the difference in Seafarer students’ academic
achievement: The Journal of Navigation. Cambridge Core.
https://www.cambridge.org/core/journals/journal-of-navigation/article/abs/authentic-
versus-traditional-assessment-an-empirical-study-investigating-the-difference-in-seafarer-
students-academic-achievement/BC28EDFAB458B62611FF9444EB663D94

Messick, S. (1994). Alternative Modes of Assessment, Uniform Standards of Validity. Research

Report. https://files.eric.ed.gov/fulltext/ED380504.pdf

Monib, W. K., Karimi, A. Q., & Nijat, N. (2020). Effects of Alternative Assessment in EFL
Classroom: A Systematic Review. American Center of Science and Education.
file:///C:/Users/X1/Downloads/202022-3-2-2-PB.pdf

Vellaroel, V., Brunad, C., Bruna, D., Boud, D., & Bloxhamc , S. (2019). Using principles of
authentic assessment to redesign written examinations and test. Innovations in Education
and Teaching International.
https://repository.mdx.ac.uk/download/42e5cb85c8384e98ad5927b13ff0545242cff6fdf47d
56cc4c90bc10ba794296/291586/Accepted_VBBBB_authentic_assessment_IETI19.pdf

Wiggins, G. (1989a). Teaching to the (authentic test). Educational Leadership, 46(7), 41-47.