Educ 80 Learning in Assessment 2

Alternative Assessment

• Learners have opportunities to assess themselves and their peers through alternative assessment methods.
• Performance assessment involves assessing student learning by requiring a student to perform a task or develop a product as a demonstration of one's learning.

Portfolio Assessment

• Portfolio assessment pertains to students' construction and use of portfolios in a purposeful and systematic manner to document their progress in the attainment of learning targets.
• A portfolio is a collection of learning and performance artifacts by a student, accompanied by personal narratives and reflections.

Intended Learning Outcomes

• Define and explain alternative assessment and related concepts.
• Demonstrate an understanding of the different principles in assessing learning using alternative methods of assessment.
• Formulate learning targets that can be assessed through performance and product-oriented assessment.
• Create an assessment plan using alternative methods of assessment.

Traditional vs Alternative Assessment

• Traditional assessment refers to the use of traditional assessment strategies or tools.
• Alternative assessment refers to the use of alternative or non-traditional assessment strategies or tools.
• Features of alternative assessment:
  • Based on authentic tasks that demonstrate learner's ability to accomplish communication goals.
  • Focus on communication, not on right and wrong answers.
  • Learners help to set the criteria for successful completion of communication tasks.
  • Authentic assessment is a popular model for alternative assessment.

Criteria for Authentic Assessment

• Be built around topics or issues of interest to the students.
• Replicate real-world communication contexts and situations.
• Involve multistage tasks and real problems that require creative use of language.
• Require learners to produce a quality product or performance.
• Introduce the students to the evaluation criteria and standards.
• Involve interaction between assessor and person assessed.
• Allow for self-evaluation and self-corrections.

Principles of Alternative Assessment

• Assessment is both process-and product-oriented.
• Assessment should focus on higher-order cognitive outcomes.
• Assessment can include a measure of non-cognitive learning outcomes.
• Assessment should reflect real-life world contexts.
• Assessment tasks or activities should be authentic.
• Assessment must be comprehensive and holistic.
• Assessment should lead to student learning.

Bloom's Taxonomy of Educational Objectives

• Three domains: cognitive, psychomotor, and affective.
• Cognitive domain: knowledge-based goals.
• Psychomotor domain: skills-based goals.
• Affective domain: affective goals.

Taxonomy of Educational Objectives in the Affective Domain

• Level 1: Receiving (awareness or passive attention to a phenomenon or stimulus).
• Level 2: Responding (active attention and response to a particular phenomenon or stimulus).
• Level 3: Valuing (values or characterization by a value or value complex).
• Level 4: Organization (organization of values into a system).
• Level 5: Internalizing (internalization of values or characterization).

Taxonomy of Educational Objectives in the Psychomotor Domain

• Level 1: Perception (ability to use sensory cues to guide motor activity).
• Level 2: Set (mental, physical, and emotional sets that predispose a person to respond).
• Level 3: Guided Response (overt response to a stimulus).
• Level 4: Mechanism (mechanical performance of a task).
• Level 5: Complex Overt Response (complex performance of a task).
• Level 6: Adaptation (adaptation to a new or changing situation).
• Level 7: Origination (creation of a new response or product).

Learning Targets

• Statement on what students are supposed to learn and what they can do because of instruction.
• More specific compared with educational goals, standards, and objectives.
• Congruent with the standards prescribed by a program or level and aligned with the instructional or learning objectives of a subject or course.
• The purpose of learning targets is to effectively inform students of what they should be able to do or demonstrate as evidence of their learning.
• Should be clear, specific, and meaningful to the students.

Types of Learning Targets

• Type 1: Knowledge targets.
• Type 2: Reasoning targets.
• Type 3: Skills targets.
• Type 4: Product targets.
• Type 5: Affective targets.