Alternative Assessments, Practical Tips

Many terms or phrases are used to describe alternatives to conventional, multiple-choice testing: alternative assessment, authentic assessment, and performance-based assessment are often used synonymously. A central feature of all these alternatives is that they refer to direct examination of student performance on significant tasks. Following are tips for some alternative assessments.

Exhibits

Students can research a topic and prepare an exhibit or display to show what they have learned.

• Clearly define the vision of the exhibit before any work begins.
• Provide separate evaluations for the various parts of the exhibit (for example, a written work, visual display, and oral presentation).

Performances

Performances allow students to apply and demonstrate what they have learned; therefore, they are integral to the learning and transfer processes.

• Set standards and criteria in advance.
• Establish clear rubrics for what aspects of the performance will be judged.
• Make scoring criteria public.

Journals and Logs

The journal or log is a personal learning history. It enables students to make connections, examine complex ideas, and think about novel applications of the curriculum over a period of time.

• Score student responses on a continuum (for example, undeveloped, partial, competent, powerful).
• Assign point values for various aspects of the journal entry, such as completion, on time, original ideas, making connections, and personal reflection.

Products

Products are the result of the "learn by doing" approach. Products can include such objects as a diorama, an essay, or a videotape.

• Combine products with journals and exhibits.
• Use products to make cross-disciplinary connections.

Projects

A project is a learning activity that usually involves in-depth work over a period of time. Projects can be very motivating for students as they find answers to their own questions, collaborate with peers, and share their learning and accomplishments with others.

• Provide samples of completed projects that illustrate various levels of achievement (superior, satisfactory, not acceptable). Have students identify the characteristics of each level.
• Suggest project components at different levels of difficulty to address individual learning styles and ability levels.

Interviews and Conferences

Interviews and conferences give students the opportunity to refine and clarify their thinking and respond to others. Interviews and conferences also reinforce the importance of communication. Talking with and listening to students can give teachers information they may not be able to gather in any other way.

• Remember that the quality of the conference is far more significant than the length of the conference.
• Don't ask questions that are available from other sources, such as graded assignments.
• Ask questions that elicit students' thoughts or feelings.

Portfolios

• For an in-depth look at portfolio assessment, see Portfolio Assessment (insert link to: /resources/newsletters/hot_archives/85_portfolios).

Sources: How to Assess Authentic Learning by Kay Burke and Multiple Assessments for Multiple Intelligences by Bellanca, Chapman, and Swartz, available from the PLS Bookstore (insert link to: http://www.plsbookstore.com) at 800-506-9996.