ALTERNATIVE

ASSESSMENT
LORENEL S. INTERINO
ALTERNATIVE ASSESSMENT
o Is a broadly defined as any
assessment method that is an
alternative to traditional paper – and
– pencil tests (Teaching Today)

o Its instruments are not only designed

and structured differently from
traditional tests, but are also graded
and scored differently (The Essentials
of Language Teaching 2003)
 ALTERNATIVE ASSESSMENT
CHARACTERISTICS
o teacher-generated, as opposed to being passed down from an
administration, usually government, or third-party organization;
o Takes into account the individual background and needs of every unique
learner;
o Considers the big picture of individual student progress over an
extended period of time; and
o Allows language learners to demonstrate content knowledge and skills
mastery without language barrier difficulties.
 ALTERNATIVE ASSESSMENT
CHARACTERISTICS
o Takes into consideration different learning styles and preferences
o Highly effective for use with students who are entitled to
accommodations and/or modifications.
o Flexible, responsive, and continually developing according to curricular
objectives
o Normally documented with qualitative data, such as performance
descriptors, comparisons with previous work, and skills demonstration.
WHAT ALTERNATIVE
ASSESSTMENT IS NOT?
o Not standardized. Similarly, alternative
assessment is not what is sometimes referred to
as 'large-scale' or 'high-stakes' assessment.
o Not intended to replace or otherwise diminish
the importance of traditional assessments. In
fact, it's intended to serve as a complement to
school and/or state-mandated standardized
assessment programs.
o Not implemented in one specific moment in
time, such as at the end of a lesson, unit, or
semester.
WHAT ALTERNATIVE
ASSESSTMENT IS NOT?
o Not a measurement of how a student performs
compared to peers.
o Not normally reported with quantitative data
(such as percentage scores or statistics).
o Not presented in traditional formats, such as
multiple-choice, true/false, and fill-in-the blank
questions and answers.
o Not perfect, comprehensive, or appropriate in
every situation.
 TRADITIONAL vs ALTERNATIVE
Traditional Assessment
Generally relies on forced choice,
written measures
Relies on proxy measures of student
learning to represent target skills
Encourage memorization of correct
answers
Goal is to measure acquisition of
knowledge
Alternative Assessment
Promotes integration of various
written and performance measures
Relies on direct measures of target
skills
Encourages divergent thinking in
generating possible answers
Goal is to enhance development of
meaningful skills
WHAT ARE THE
FACTORS DIVING
ASSESSMENT
REFORM TODAY?
CHANGING ECONOMY
CHANGING VIEW OF LEARNING
CHANGING STUDENT
ATTITUDES
WHAT RESEARCH SAYS
ABOUT ALTERNATIVE
ASSESSMENT?
Hamayan (1995) pointed out that alternative
assessments are based on actual performance
in authentic situations which the learners is
likely to encounter in his or her daily life.
Worley (2001) concluded that there are two
opposing forces that influence educational
assessment today:
BEHAVIORISTS AND CONSTRUCTIVISTS.
 Lombardi (2008) being an adherent of
alternative assessment provided strategies on
how to assess several alternative methods
whether individual or group work.
 Muirhead (2002) stated that a relevant
approach to assessing adult learners supports
a student-centered educational philosophy.
GREEN ENUMERATED THE
DISADVANTAGES OF ALTERNATIVE
ASSESSMENTS

 Difficulty in quantifying data

 The issue of parity
 No time pressure
 Costly
 Career uncertainty
RESOURCES:

https://www.slideshare.net/harry6
65/alternative-assessment-354288
10
https://www.google.com/search?
q=STUDENT+ATTITUDES+ANIMA
TED+gif&tbm=isch&ved=2ahUKE
wiTndDQ9d31AhUDNqYKHXhOCc
gQ2-cCegQIABAA