Beyond tests alternatives in assessment

Strategies based learning logs e. Diaries of attitudes, feelings, and other affective factors g. Acculturation logs Conferences and interviews Conferences Conferences is not limited to drafts of written work including portfolios and journals.

Beyond tests alternatives in assessment

A summary of alternatives in assessment proposed by Brown Principles and Classroom Practices. Assessment includes all occasions from informal impromptuobservations and comments up to and including tests.

Alternative assessmentEarly in the decade of the s, in a culture of rebellion against the notion that all people and all skills could be measured by traditional tests, a novel concept emerged that began to be labeled "alternative" assessment.

That concept was to assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like —in an effort to triangulate data about students. Brown and Hudson noted that to speak of alternative assessments is counterproductive because the term implies something new and different that may be "exempt from the requirements of respon-sible test construction" p.

So they proposed to refer to "alternatives" in assess-ment instead. Their term is a perfect fit within a model that considers tests as a subset of assessment. The characteristics of alternatives inassessment1. They require students to perform, create, produce or do something2.

They use real-word context or simulations3. They are noinstrusive in that they extend the day to day classroom activities4. They allow students to be asssesed on what they normally do in class5.

They use tasks that represent meaningful instructional activities6. They focus on processes as well as products7. They tap into higher-level thinking and problem solving skills 5. They are designed to minimize time andmoney on the part of test designer and test-taker, and to bepainstakingly accurate in their scoring.

Performance-based assessmentPerformance-based assessment implies productive, observable skills, such as speaking and writing, of content-valid tasks. Such performance usually, but not always, brings with it an air of authenticity—real-world tasks that students have had time to develop.

It often implies an integration of language skills, perhaps all four skills in the case of project work. The characteristics of performance assesment: Students make a constructed response2.

They engage in higher- order thinkingwith open —ended tasks3. Tasks are meaningfulengaging, and authenthic4. Tasks call for the integration of language skills5.

Both process and product are assesed6. Procedures for performance- based assessmentPerformance-based assessment procedures need to be treated with the same rigor as traditional tests. It is inappropriate to reduce the personalized and creative process ofcompiling a portfolio to a number or letter grade.

Instead, teachersshould offer a qualitative evaluation such a final appraisal of thework, with questions for self-assessment of a project, and anarrative evaluation of perceived strengths and weakness.

Sensitively introduce students to the concept of journal writing. State the objective s of the journal: Language-learning logs,Grammar journals, Responses to readings, strategies-basedlearning logs, Self-assessment reflections, etc.

Give guidelines on what kinds of topics to include. Carefully specify the criteria for assessing or grading journals.

K-12 Learning Standards

Effort as exhibited in the thoroughness of students entries willno doubt be important.Beyond test: alternatives assesment 1.

Beyond Test: Alternatives in assesment Presented in Language testing subject Source: Language assement by H. Douglas Brown Beyond tests alternatives in assessment Yamith José Fandiño Parra. Alternatives in assessment RochiLuu.

Beyond tests alternatives in assessment

Alternative Assessment WSSU CETL. . Abstract. The American Diabetes Association (ADA) “Standards of Medical Care in Diabetes” includes ADA’s current clinical practice recommendations and is intended to provide the components of diabetes care, general treatment goals and guidelines, and tools to evaluate quality of care.

Content: Participant Information Sheet - What's involved. This section should introduce more detailed information that will allow potential participants to make a decision: to agree to .

MSAC - Medical Services Advisory Committee

a sample. In years when the NAEP assessment includes a field test or equating studies, samples are referred to as the A sample, the B sample, the C sample, etc.

For these assessments, the A sample is the operational (national main and/or state) assessment. accommodation. A change in how a test is presented, in how it is administered, or in how the test taker is allowed to respond. This term. WELCOME TO THE INFORMATION TECHNOLOGY LABORATORY.

The Information Technology Laboratory (ITL), one of seven research laboratories within the National Institute of Standards and Technology (NIST), is a globally recognized and trusted source of high-quality, independent, and unbiased research and data.

The National Joint Committee on Learning Disabilities (NJCLD) 1 strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities.

Comprehensive assessment of individual students requires the use of multiple data sources.

Beyond tests alternatives in assessment - [PPT Powerpoint]