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.
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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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