Handout: Understanding Alternative Assessment
Objectives:
Define and explain alternative assessment and related concepts.
Demonstrate understanding of the different principles of assessing learning using
alternative methods.
1. What is Alternative Assessment?
Alternative assessment refers to methods of evaluating student learning that go beyond
traditional standardized tests and examinations. It emphasizes real-world applications, critical
thinking, creativity, and the demonstration of skills and knowledge in authentic contexts
(Wiggins, 1998).
Key Features of Alternative Assessment:
Authenticity: Tasks mirror real-life challenges or problems (Mueller, 2005).
Student-Centered: Focus on individual learning processes and outcomes.
Performance-Based: Emphasis on demonstrating skills, not just recalling facts.
Process-Oriented: Assessment of both learning processes and final outcomes.
Examples of Alternative Assessment Methods:
Portfolios
Performance tasks
Peer and self-assessments
Projects and presentations
Open-ended questions
Case studies
Journals and reflective essays (Darling-Hammond & Snyder, 2000).
2. Related Concepts
Performance Assessment:
A subset of alternative assessment, performance assessment requires students to perform a task
or create a product that demonstrates their understanding and skills (Linn & Miller, 2005).
Formative vs. Summative Alternative Assessment:
Formative Assessment: Ongoing assessments designed to provide feedback for
improvement (e.g., drafts of a project, peer reviews) (Black & Wiliam, 1998).
Summative Assessment: End-of-unit or term evaluations to measure overall
achievement (e.g., final projects, exhibitions).
Authentic Assessment:
Authentic assessment involves evaluating students through tasks that are meaningful and directly
linked to real-world contexts and applications (Wiggins, 1998).
3. Principles of Assessing Learning Using Alternative Methods
Principle 1: Alignment with Learning Goals
Alternative assessments must align with the intended learning outcomes and objectives. For
example, if the objective is to develop collaborative skills, group projects or team-based
assessments may be appropriate (Brookhart, 2013).
Principle 2: Fairness and Equity
All students should have equal opportunities to demonstrate their learning. This includes
providing accommodations for students with diverse needs and ensuring cultural relevance in
assessment tasks (Stiggins, 2005).
Principle 3: Clear Criteria and Rubrics
Use detailed rubrics or scoring guides to communicate expectations.
Provide students with the criteria before starting the assessment (Brookhart, 2013).
Principle 4: Emphasis on Higher-Order Thinking
Assessments should encourage critical thinking, problem-solving, analysis, and creativity, rather
than rote memorization (Darling-Hammond & Snyder, 2000).
Principle 5: Use of Multiple Assessment Methods
A combination of methods provides a more comprehensive view of student learning. For
example:
Combine a portfolio review with a reflective essay.
Pair performance tasks with peer evaluations (Mueller, 2005).
Principle 6: Focus on Feedback
Timely, constructive feedback helps students understand their strengths and areas for
improvement. Encourage self-reflection as part of the process (Black & Wiliam, 1998).
Principle 7: Real-World Relevance
Design tasks that replicate challenges or contexts students may encounter outside the classroom,
such as creating a marketing plan, building a model, or conducting an experiment (Wiggins,
1998).
4. Steps for Designing Alternative Assessments
1. Identify Objectives: Define what you want students to learn and demonstrate.
2. Choose an Assessment Type: Decide on the best method based on your objectives (e.g.,
portfolio, project).
3. Develop Clear Criteria: Create rubrics or guidelines to evaluate the task fairly and
transparently (Brookhart, 2013).
4. Prepare Students: Explain the assessment purpose, process, and expectations.
5. Facilitate and Monitor: Provide guidance and support during the task.
6. Assess and Provide Feedback: Use the rubric to evaluate student work and offer
actionable feedback.
5. Benefits of Alternative Assessment
Encourages active and engaged learning.
Provides a deeper understanding of student progress.
Focuses on practical application of skills.
Promotes self-directed and lifelong learning (Darling-Hammond & Snyder, 2000).
6. Challenges and Considerations
Time-Consuming: Designing and grading alternative assessments can take more time
than traditional methods.
Subjectivity: Rubrics and guidelines must be clear to minimize biases (Stiggins, 2005).
Resource-Intensive: Some tasks may require additional materials or resources.
Professional Development: Teachers may need training to effectively implement
alternative assessments.
Reflection Questions:
1. How can alternative assessments enhance student learning in your classroom?
2. What challenges might you face when implementing alternative assessments, and how
can you address them?
3. How can you ensure fairness and equity in alternative assessments?
References:
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education: Principles, Policy & Practice, 5(1), 7-74.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and
grading. ASCD.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context.
Teaching and Teacher Education, 16(5-6), 523-545.
Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching. Pearson
Education.
Mueller, J. (2005). Authentic assessment toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to
success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and
improve student performance. Jossey-Bass.
End of Handout
