MARJORIE MAE M.

HERNANDEZ MAY 26, 2021

MATH ED 702 ASSIGNMENT #4

Assessment at a distance: Traditional vs. Alternative Assessments

Semire Dikli
Florida State University

Summary

The paper specifically discussed the advantages and disadvantages of utilizing the

traditional assessment and alternative assessment and how it is at a distance. Traditional

assessment is known as the formal and standardized testing. According to According to Mitchell

(1992, in Law and Eckes, 1995, p. 29) testing can be defined as “single-occasion, unidimensional,

timed exercise, usually in multiple choice or short-answer form.” Traditional assessment usually

measures low-order thinking skills and mobilizes remote memorization since its types namely,

true/false tests, multiple-choice tests, essays, and short-answer tests, are one-shot, speed-based,

and norm-referenced. (Bailey, 1998)

On the other hand, many good points of using the alternative assessment were highlighted

in the paper. Alternative assessment includes cognitive, authentic, and performance assessments.

Aside from the fact that it gives a broader and more in-depth look of what the students know and

can do, this type of assessment also measures higher-order thinking skills, does not demand time,

and allows students to monitor their own thinking process as they monitor their own

comprehension and observe their understanding of skills and the subject. Though, many educators

were slowly shifting from using traditional to authentic assessment, one problem that authentic

assessment have is its reliability and the subjectivity of checking of the teacher.
 Assessments were modified to suit learning at a distance. Jones (2002) underlined that the

media for providing tests is heavily dependent on the availability and the accessibility of the

resources to the distance instructor. Various assessment strategies were used in distance learning.

Further, due to rapid improvement in technology, large scale testing has become common.

Immediate feedback to students’ output were given and teachers were provided performance

assessment data. However, the role and quality of interaction were some of the important factor to

consider in implementing assessments at a distance. Diversity of learners must be considered in

selecting assessment. In conclusion, it is still the distance instructor’s own preference to use

different assessments to cater varied learners.

Reaction

Education is a process of empowering one’s foundation in learning. It becomes the stepping

stone of an individual in achieving personal goals and objectives. Progress of a state in all aspects

greatly depends on the educational attainment of its countrymen. By assessing what has been

achieved and gained through education, it would be easy to know what was executed best, what

lacks, and what should be improved in a curriculum. Assessment provides the means of evaluating

the students’ learning status and progress. Specifically, it lets the teacher/evaluator know what the

learners actually learned after the instruction. However, assessment may vary depending on its

purpose and aims.

Use of varied assessments is essential in teaching since there is a diverse range of students.

Specifically, assessments such as traditional and alternative can be utilized. I have to agree that

traditional assessment is practical and convenient in the checking part but limited when it comes

to measuring the students’ learning progress. This is because it measures what the students know
according to how the question was asked. It is objective in nature and may cover the subject and

skills partially. In contrary, alternative assessment provides a wider avenue for students to

showcase what skills they have acquired and what they have learned. It also develops students’

critical thinking to develop outputs such as plans, artworks, research proposals, multimedia

presentations, etc. It may be easier to prepare than the traditional assessment but it demands a lot

of time to check the students’ output.

Teachers must opt to vary assessments as not all the students are the same. To cater the

needs of the learners, teachers must use both traditional and alternative assessments to provide

maximum evaluation of their learning. In Mathematics learning, students might not be able to show

their learning in just a problem set given by a teacher. Learning can be evident in many ways.

Thus, the teacher must provide various platforms and opportunities for the students being assessed.

In distance learning, Mathematics teachers may modify their instruments in measuring

students’ learning. Media resources can be of help in creating outputs for students. Teachers must

be open with the availability of digital resources for the students to have multitude options to

develop solutions to problems. However, teachers must be aware of the orientation of distant

learners as they may vary in location, race, ethnicity, culture, etc. that may affect the learning and

assessment of students. It is important to note that teachers and learners must meet halfway to

make the learning work at a distance. Learners are expected to cooperate and teachers must be

willing to consider every learner.

There is no such thing as best way to assess students. An assessment becomes best when

used according to purpose. In choosing assessment, it is essential to define the objectives,

familiarize with the content of the skill that must be assessed, and acquaint oneself with what type

of learners are being assessed. Effective and meaningful assessment may come from the
combination of traditional and alternative assessment as it will provide broader ways to assess the

students.

Research Topic/Proposal: Utilizing Portfolio Assessment in Mathematics: An Analysis on the

Reading Comprehension and Logical Reasoning of Mathematics Students

The study aims to determine the effect of utilizing portfolio assessment in teaching Mathematics

to the reading comprehension and logical reasoning of Mathematics students.

Specifically, the study sought to answer the following questions:

1. What are the suggested items to consider for the mathematics portfolios?

2. How may the respondents be described in terms of reading comprehension and logical

reasoning before the conduct of the study?

3. How may the respondents be described in terms of reading comprehension and logical

reasoning after the conduct of the study?

4. Is there a significant difference in the reading comprehension and logical reasoning of

the students before and after the conduct of the study?