Beyond Beyond Class Class Test :Test :Alternatives in Alternatives in AAssesssesssmentment

Prepared By: John KurianPrepared By: John KurianFacilitator, L’ecole Chempaka International Facilitator, L’ecole Chempaka International Edavacodu, TrivandrumEdavacodu, Trivandrum

• Alternative assessments are assessments out of conventional assessment that give more choices, consideration and freedom for teachers in judging their students proficiency.

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

Classroom assessment techniquesThe 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.

Why we prefer Why we prefer alternatives assealternatives assesssmentsment??• Requires students to Perform, Create, Produce or

do somethingUse real-world context or simulationsAllow students to be assessed on what they normally

do in class every time Use tasks that represent meaningful instructional

activities Focus on processes as well as products• Tap into higher-level thinking and problem solving

skills

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

Criteria In Choosing an Assessment MethodCriteria In Choosing an Assessment Method

• It should be reliable.• It should be valid.• It should be simple to operate, and should

not be too costly.• It should be seen by students and society in

general.• It should benefit all students.

How should we assess?How should we assess?• True –False Item• Multiple Choice• Completion• Short Answer• Essay• Practical Exam• Papers/Reports• Projects• Questionnaires

• Inventories• Checklist• Peer Rating• Self Rating• Journal• Portfolio• Observations• Discussions• Interviews

What should we do with the information What should we do with the information from our assessment?from our assessment?

• Use it to improve the focus of our teaching (diagnosis)

• Use it to focus student attention of strengths and weaknesses (motivation)

• Use it to improve program planning (program assessment)

• Use it for reporting to parents

Self- and Peer-assessment tasksListening Tasks• listening to TV or radio broadcasts and checking comprehension with a

partner• listening to an academic lecture and checking yourself on a "quiz" of the

contentSpeaking Tasks• using peer checklists and questionnaires• rating someone's oral presentation (holistically)• Reading Tasks• reading passages with self-check comprehension questions following• taking vocabulary quizzes• Writing Tasks• revising written work on your own or with a peer (peer editing)• proofreading

• Informal Assessment: - Teachers’ spontaneous, day to day observations of student performances.

Examples• Verbal

-Asking questions-Listening to student discussions-Conducting student conferences

PortfoliosPortfolios• A collection of student samples representing or

demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items.

• Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas.

Portofolio materials such as• Esssays and composition in draft and final forms• Reports, project outlines• Poetry and creative prose• artwork, photos, newspaper or magazine clippings• Audio and or video recordings of representations,

demonstration• Journals, diaries, and other personal reflections• Test, test scores, and written homework exercises• Notes on lectures• Self and peer assesment-coments, evaluations, and

checklist

Laboratory Performance• In this format students and teachers know the

requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting.

• Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation.

Brainstorming

1. Present an open-- ended Question For Students To Discuss ‐Or solve.

2. Students can work individually, in pairs or small groups, or as a class (or combination of these).

3. Have students share ideas with class, making notes on the board.

4. Challenge their responses or have other students challenge the responses on the board.

5. At the end, correct any misconceptions, note opposing points of view, and summarize main points.

Value: promotes critical and creative thinking And imagination

• Presentation: A presentation by one student or by a group of

students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Publisher, PowerPoint or Webpage.

• Peer Evaluation: judgments by students about one another’s

performance relative to stated criteria and program outcomes

Journal Assessment• This refer to student’s ongoing record of expressions

experiences and reflections on a given topic. There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing.

• Blogs can be the best way for a Journal.

Concept Mapping

• It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced.

1. Provide students with a list of terms relative to Their course work (either from the previous class, Last several classes or most recent lecture segment). Terms may be provided as a list or given out as a stack of cards.

2. Ask students to create a meaningful pattern with These terms (i.e. food web—how are different Organisms linked, cardiovascular system blood flow, etc.). There may be one “right” answer or the Concepts may promote creative exploration of the topic.

3. If time allows, ask one group to share concept map with the whole class. Or alternatively, ask Groups to explain their pattern to another group in The class.

Value: promotes integration of ideas, provides immediate feedback about

Student understanding,

Group DiscussionHaving students work in pairs or small groups to solve problems creates space for powerful peer-to-peer learning and rich class discussion. Facilitators can roam the classroom as students work, helping those who get stuck and guiding those who are headed in the wrong direction.

Activity:-Teach a topic. Leave them for 25 min to self study / discussion . Last 10 min ask them one question each. (Oral)Depends on the performance give mark out of 10.

Interviews•An interview is intended to denote a context in which a teacher interviews a student for designated assesment purpose.•How do conferences and interviews score in terms of principle of assesment ? Its practically, as is true for many of the alternatives to assesment , is low because they are time –consuming.

Online Learning Modules. Canvas and other Learning Management Systems allow students to solve problems or answer questions along the way. This can provide you with analytics on student responses and class performance so you can tailor your instruction to their particular learning needs.

Activity:-Teach a topic. Send them to Lab. Ask them to find out 10 questions and answers from different web resources. Note down that in the note book. Teacher check the notes.Peer to peer discussion:

Student-Generated Test PaperStudent-Generated Test Paper

A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam. (Multiple choice, one word, descriptive etc.) Share those guidelines with your students and ask them to prepare a question paper with answers like those they expect to see on the exam. Once in a month you can use these question paper to assess kids by sharing the papers. (Tension free)Or From these papers you can choose question and make a test paper for the same day.

Summary• A fair assessment is one in which students are

given equitable opportunities to demonstrate what they know and can do.

• Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions.

• Assessment is integrated with student’s day-to-day learning experiences rather than a series of an end-of-course tests.

Best wishes with your assessment practices!

Bibliography: Slideshare.net

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