Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Alternative Assessment
1. ED 225 – MODERNTRENDS AND DIRECTIONS IN
CURRICULUM AND TEACHING
Harold R. Siapo
2. ALTERNATIVE ASSESSMENT
refers to procedures and
techniques which can be used
within the context of instruction
and can be easily be incorporated
into the daily activities of the
school or classroom (Hamayan
1995).
3. ALTERNATIVE ASSESSMENT
is broadly defined as any
assessment method that is an
alternative to traditional paper-
and-pencil tests (Teaching Today).
4. ALTERNATIVE ASSESSMENT
its instruments are not only
designed and structured
differently from traditional tests,
but are also graded and scored
differently (The Essentials of
Language Teaching 2003).
5. TRADITIONAL VS. ALTERNATIVE
Traditional Assessment Alternative Assessment
Generally relies on forced-
choice, written measures
Promotes integration of
various written and
performance measures
Relies on proxy measures of
student learning to represent
target skills
Relies on direct measures
of target skills
Encourages memorization of
correct answers
Encourages divergent
thinking in generating
possible answers
Goal is to measure
acquisition of knowledge
Goal is to enhance
development of meaningful
6. TRADITIONAL VS. ALTERNATIVE
Traditional Assessment Alternative Assessment
Curriculum directs
assessment
Assessment directs
curriculum
Emphasis on developing a
body of knowledge
Emphasis on ensuring
proficiency at real-world
tasks
Promotes “what” knowledge Promotes “how”
knowledge
Provides a one-time
snapshot of student
understanding
Provides an examination of
learning over time
7. TRADITIONAL VS. ALTERNATIVE
Traditional Assessment Alternative Assessment
Emphasizes competition Emphasizes cooperation
Targets simplistic skills or
tasks in a concrete, singular
fashion
Prepares students for
ambiguities and
exceptions that are found
in realistic problem
settings
Priority on summative
outcomes or product
Priority on the learning
sequence or process
16. Hamayan (1995) pointed out that
alternative assessments are
based on actual performance in
authentic situations which the
learner is likely to encounter in his
or her daily life.
17. Worley (2001) concluded that there
are two opposing forces that
influence educational assessment
today: the Behaviorists and the
Constructivists.
18. Lombardi (2008) being an adherent
of alternative assessment
provided strategies on how to
assess several alternative
methods whether individual or
group work.
19. Muirhead (2002) stated that a
relevant approach to assessing
adult learners supports a student-
centered educational philosophy.
20. Frykedal and Chiriac (2011)
concluded that the use of group
work in alternative assessment is
to develop group work abilities
and not as means to acquire
academic knowledge.
21. Tannenbaum (1997) asserted that
alternative assessment holds
great promise for English as
Second Language (ESL) students.
22. Green enumerated the
disadvantages of alternative
assessments.
difficulty in quantifying data
the issue of parity
no time pressure
costly
career uncertainty
