AUTHENTICANDALTERNATIVE ASSESSMENT METHODS

AUTHENTIC
AND
ALTERNATIVE
ASSESSMENT
METHODS

 In the education industry, alternative
assessment or portfolio assessment is
in direct contrast to what is known as
performance evaluation, traditional
assessment, standardized assessment
or summative assessment.

Alternative Assessment
Is also known under various other terms
including:
 Authentic assessment
 Integrative assessment
 Holistic assessment
 Assessment for learning
 Formative assessment

Authentic Assessment
Gives students situations that occur in
the real-world which require them to
apply their relevant skills and
knowledge.

Characteristics of
authentic assessment
 Requires student to develop responses rather
than select from predetermined options.
 Elicits higher order thinking in addition to
basic skills.
 Directly evaluate holistic projects.
 Synthesize with classroom instruction.
 Uses sample of student work (portfolios)
collected over an extended time period.

Characteristics of
authentic assessment
 Stems for clear criteria made known to
students.
 Allows for the possibility of multiple
human judgment.
 Relate more closely to classroom learning.
 Teaches students to evaluate their own
work.

 These characteristics of traditional assessment
methods, they cannot be called “fair”.
 Even if the tests are inappropriate in the context
of the students, they are forced to accept the
assessment method used.
 A test is fair when it is appropriate, that is,
when it is personalized, natural, and flexible;
when it can be modified with pinpoint specific
abilities and function at the relevant level of
difficulty; and when it promotes a rapport
between examiner and the students.

 Authentic assessment is designed to be
criterion reference rather than norm-
reference.
 Such evaluation identifies strengths and
weaknesses, but does not compare or rank
students.
 Assessment procedure does not determine in
advance the number of students who will
pass or fail a given course as in the case of
norm-reference system.

 Authentic assessment is often based on
performance.
 Students are asked to demonstrate their
knowledge, skills or competencies in whatever
way they find appropriate.
 There are several challenges in using authentic
assessment methods.
 They include managing its time-intensive
nature, ensuring curricular validity, and
minimizing evaluator bias.

Classroom assessment techniques
 Classroom assessment techniques include the
class of assessment procedures called action
research.
 In these techniques a teacher uses varieties of
tools and practices that allow them to access
accurate and relevant information about the
quality of student learning and the quality of his
teaching as well.

 The main goal of Classroom assessment
techniques is not to grade a students nor
evaluate a teacher but rather that the information
gathered be used for facilitating interaction and
dialogue between the students and a teacher on
the quality of learning process and thus, find
ways and means to improve the process.

 Classroom assessment techniques
provide both teachers and students with “in
process” information on how well students
are learning what the curriculum intends.

3 basic questions CATs ask are:
 What are the essential skills and knowledge
I am trying to teach?
 How can I find out whether students are
learning them?
 How can I help the students learn better?

Basic steps in Classroom
assessment techniques
1. Choose a learning goal to assess.
2. Choose an assessment techniques
3. Apply the technique
4. Analyze the data and share the results with
the students
5. Respond to the data

Teachers “menu” of evaluation
tools
1. Check the students background knowledge
2. Identify areas of confusion
3. Enable students to self-assess their
learning level
4. Determine the students learning style
5. Target and build specific skills

 If classroom assessment techniques is used
in a classroom setting, the teacher often finds
that the results of his investigation can be
shared with other teachers who are similarly
situated.
 It therefore becomes necessary to publish his
findings and thus contribute to the field of
knowledge and to the list of best practices in
teaching.

Creating
a Portfolio
Assignment

In order to create a
portfolio assignment for
the students, it is
necessary to establish
a series of questions
which has to be
addressed in designing
a portfolio assignment.

7 essentially questions in
development of a portfolio
assignment
 Purpose – What is the purpose of the
portfolio?
 Audience – In what audiences will the
portfolio be created?
 Content – What samples of student work will
be included?
 Process – What processes(e.g., selection of
work to be included, reflection on work,
conferencing) will be engaged in during the
development of the portfolio.

 Management – How will time and
materials will be managed in the
development of the portfolio?
 Communication – How and when will the
portfolio be shared with pertinent
audiences?
 Evaluation – If the portfolio is to be used
for evaluation, when and how should it be
evaluated?

Purpose – What is
the purpose of the
portfolio?

 Portfolio are not easy to prepare and they
require much time and resources to
complete.
 It is important that both the students and
the teacher understand clearly why they
are preparing the portfolio.
 In the case of the portfolio that tells the
students’ ability to solve linear equation in
two unknowns, the compilations need to
clearly relate to this particular subject
matter.

Audience – In what
audiences will the
portfolio be created?

 Who will eventually see the portfolio?
 It goes without saying that this too is an
important question hand in hand with the
statement of portfolio objectives.
 By identifying the audience who will want to
examine the portfolio, the students are also
appropriately guided as to the content and
levels of materials that they need to compile in
the portfolio.

 Students need to keep their audiences in
mind as they proceed through each step
of developing their portfolios.
 A good method for checking whether a
portfolio serves the anticipated
audiences is to imagine different
members of those audiences viewing
the portfolio.

Content – What samples of
student work will be
included?

 Once the purpose of the audience
established, it is now time to
determine just what the portfolio
will contain.
 The contents of the portfolio
depends to a large extent of the
purpose and audience identified.

 When we ask questions: “What should be
included” the natural answer would be a
question like “what the story do you want to
tell?” and “who do you want to tell it to?”.

Considerations relatively to the questions
of content:
 Hypothetically, there is no limit as to
what can be included in a portfolio.
 The important keyword will be
“manageability”: can you manage a large
amount of content in the portfolio.
 Can you actually manage to go through
all materials as a teacher? (e.g., cd-roms,
audio-tapes, DVD's, letters, projects etc.)

Other Content
 In addition to samples of student work and
reflection upon that work, a portfolio might
also include a table of contents or a cover
letter (both typically composed by the
student) to aid a reader in making sense of
the purposes, processes and contents of the
portfolio.
 This can be particularly useful if the portfolio
is to be shared with external audiences
unfamiliar with the coursework such as
parents, other educators and community

Process – What processes will be
engaged in during the
development of the portfolio.

 One of the greatest attributes of the portfolio is
its potential for focusing on the processes of
learning.
 We emphasize the products students create or the
outcomes they achieve.
 As a result, the products or outcomes are not as
good as we or the students would like because
they are often unsure how to get started, how to
self-diagnose or self-correct or how to determine
when a piece of work is "finished.”

focus on three of the most
common:
 selection of contents of the
portfolio;
 reflection on the samples of work
and processes;
 conferencing about the contents
and processes.

selection of contents of the portfolio
 Identifying the purpose(s) for the portfolio should
drive the selection process.
 How samples are selected might also differ
depending on the purpose. For example, for an
evaluation portfolio, the teacher might decide
which samples need to be included to evaluate
student progress.
 Finally, a showcase portfolio might be designed
to include significant input from the student on
which samples best highlight achievement and
progress, or the teacher might primarily make

How might the selection take
place?
 What I will describe below are just a few of
the many possible avenues for selecting
which samples will be included in a
portfolio.
 But these examples should give you a good
sense of some of the choices and some of the
decisions involved.

When?
 when a sample of work is completed - at the
point a piece of work is ready to be turned in (or
once the work has been returned by the teacher)
the student or teacher identifies that work for
inclusion in the portfolio
 at periodic intervals - instead of selecting
samples when they are completed, the samples
can be stored so that selection might occur every
two (three, six or nine) weeks or once (twice or
three times) every quarter (trimester or semester)
 at the end of the ... unit, quarter, semester, year,
etc.

By whom?
 by the student -- students are the most common
selectors, particularly for portfolios that ask them
to reflect on the work selected. Which work
students select depends on the criteria used to
choose each piece (see below).
 by the teacher -- teachers may be the selector,
particularly when identifying best pieces of work
to showcase a student's strengths or
accomplishments.
 by the student and teacher -- sometimes
portfolio selection is a joint process involving
conversation and collaboration.

 by peers -- a student might be assigned a
"portfolio partner" or "portfolio buddy"
who assists the student in selecting
appropriate pieces of work often as part of
a joint process involving conversation and
collaboration. A peer might also provide
some reflection on a piece of work to be
included in the portfolio.
 by parents -- parents might also be asked
to select a piece or two for inclusion that
they particularly found impressive,
surprising, reflective of improvement, etc.

Based on what criteria?
 best work - selection for showcase
portfolios will typically focus on samples of
work that illustrate students' best
performance in designated areas or the
culmination of progress made

 evidence of growth -- selection for growth
portfolios will focus on identifying samples of
work and work processes (e.g., drafts, notes)
that best capture progress shown on
designated tasks, processes or acquisition of
knowledge and skills. For example, students
might be asked to choose samples of earlier
and later work highlighting some skill or
content area
 samples of rough drafts and final drafts
 work that traces the development of a
particular product or performance
 samples of work reflecting specifically
identified strengths and weaknesses

 evidence of achievement -- particularly
for showcase and evaluation portfolios,
selection might focus on samples of
work that illustrate current levels of
competence in designated areas or
particular exemplars of quality work
 evidence of standards met -- similarly,
selection could focus on samples of
work that illustrate how successfully
students have met certain standards

 favorite/most important piece -- to
help develop recognition of the value of
the work completed and to foster pride
in that work, selection might focus on
samples to which students or parents or
others find a connection or with which
they are particularly enamored
 one or more of the above -- a portfolio
can include samples of work for
multiple reasons and, thus, more than
one of the above criteria (or others)

Reflection on Samples of Work
 Simply selecting samples of work as
described above can produce meaningful
stories about students, and others can benefit
from "reading" these stories.
 But the students themselves are missing
significant benefits of the portfolio process if
they are not asked to reflect upon the quality
and growth of their work.

 As Paulson and Meyer (1991) stated, "The
portfolio is something that is done by the
student, not to the student."
 Most importantly, it is something done for the
student.
 The student needs to be directly involved in
each phase of the portfolio development to
learn the most from it, and the reflection phase
holds the most promise for promoting student
growth.

In the reflection phase students are
typically asked to
 comment on why specific samples were selected
or
 comment on what they liked and did not like in
the samples or
 comment on or identify the processes involved in
developing specific products or performances or
 describe and point to examples of how specific
skills or knowledge improved (or did not) or

 identify strengths and weaknesses in
samples of work or
 set goals for themselves corresponding to the
strengths and weaknesses or
 identify strategies for reaching those goals
or
 assess their past and current self-efficacy for
a task or skill
 or complete a checklist or
 survey about their work or
 some combination of the above

Reflection sheets
 Probably the most common portfolio
reflection task is the completion of a sheet to
be attached to the sample (or samples) of
work which the reflection is addressing.
 The possibilities for reflection questions or
prompts are endless, but some examples I
have seen include

Selection questions/prompts
 Why did you select this piece?
 Why should this sample be included in your
portfolio?
 How does this sample meet the criteria for
selection for your portfolio?
 I chose this piece because ....

Growth questions/prompts
What are the strengths of this work? Weaknesses?
What would you work on more if you had additional time?
How has your ______ (e.g., writing) changed since last year?
What do you know about ______ (e.g., the scientific method)
that you did not know at the beginning of the year (or semester,
etc.)?
Looking at (or thinking about) an earlier piece of similar work,
how does this new piece of work compare? How is it better or
worse? Where can you see progress or improvement?
How did you get "stuck" working on this task? How did you
get "unstuck"?
One skill I could not perform very well but now I can is ....

Goal-setting questions/prompts
 What is one thing you can improve upon in
this piece?
 What is a realistic goal for the end of the
quarter (semester, year)?
 What is one way you will try to improve
your ____ (e.g., writing)?
 One thing I still need to work on is ....
 I will work toward my goal by ....

Evaluation questions/prompts
 If you were a teacher and grading your
work, what grade would you give it and
why?
 Using the appropriate rubric, give yourself a
score and justify it with specific traits from
the rubric.
 What do you like or not like about this piece
of work?
 I like this piece of work because ....

Effort questions/prompts
 How much time did you spend on this
product/performance?
 The work would have been better if I
had spent more time on ....
 I am pleased that I put significant
effort into ....

Overall portfolio
questions/prompts
 What would you like your _____ (e.g.,
parents) to know about or see in your
portfolio?
 What does the portfolio as a whole reveal
about you as a learner (writer, thinker, etc.)?
 A feature of this portfolio I particularly like is
....
 In this portfolio I see evidence of ....

Other reflection methods
 write a letter to a specific audience about the
story the portfolio communicates
 write a "biography" of a piece of work tracing
its development and the learning that resulted
 write periodic journal entries about the progress
of the portfolio
 compose an imaginary new "chapter" that picks
up where the story of the portfolio leaves off
 orally share reflections on any of the above
questions/prompts

Reflection as a process skill
Good skill development requires four steps:
 Instruction and modeling of the skill;
 Practice of the skill;
 Feedback on one's practice;
 Reflection on the practice and
feedback.

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