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Alternative Assessment vs Traditional Assessment

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santiago gustin

on 26 November 2012

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Transcript of Alternative Assessment vs Traditional Assessment

"The most serious mistakes are not being made as a result of wrong answers. The truly dangerous thing is asking the wrong question”
Peter Drucker
The Effects of Implementing Alternative Assessment versus Traditional Assessment in a Ninth Grade EFL Course in Institution X in the City of Pasto


Santiago Vladimir Gustin López



Submitted to the School of Human Sciences
in partial fulfilment of the requirements for
the degree of B.A. in the Department of
Linguistics and Languages
Universidad de Nariño
November, 2012

In the process of English Foreign Language Learning of students at the ninth level of a public school what kind of assessment has the best results: alternative assessment or traditional assessment?
Focus Language Assessment the Problem Why is it a problem? Traditional Assessment is mainly based on behaviorist views of cognition and development (Hancock, 1994) the assessment process should be as objective, unbiased and fair as possible (Rust, 2002) Proposal of Alternatives in Language Assessment Research Objectives General Objective

To determine if alternative assessment is better than traditional assessment in the process of English Foreign Language Learning in the students of ninth level at a public high school in Pasto.
Specific Objectives -To select a school in Pasto where there are two groups of ninth level in order to apply alternative assessment in one group and traditional assessment in the other one.
-To observe and identify the differences between the two types of assessment applied in each group.
-To observe and identify the similarities between the two types of assessment applied in each group.
-To determine the advantages and disadvantages of both alternative assessment and traditional assessment.
Research Questions General Question How can alternative assessment be more effective than traditional assessment in the process of English Foreign Language Learning in the students of ninth level at a public high school? Specific Questions
What schools in Pasto have two groups of ninth level in order to apply alternative assessment in one group and traditional assessment in the other one?
- What are the differences between the two types of assessment applied in each group?
- What are the similarities between the two types of assessment applied in each group?
- What are the advantages and disadvantages of both alternative assessment and traditional assessment?
Back Up... Authors who talk about Language Assessment Alternative Assessment Hancock (1994) argues that “Alternative assessment is an ongoing process involving the student and teacher in making judgments about the student's progress in language using non-conventional strategies.” Traditional assessment is related to standardized tests that use questions that have a limited number of answer choices. This type of tests includes response options such as multiple choices, true or false and some of them include short answer responses. On the other hand, alternative assessment which is also known as performance-based assessment or authentic assessment is the process by which students use long-form responses and have the option of applying essay questions (Hartman, 2006). Traditional Assessment Methodological Aspects to carry out this Research Study Qualitative Method
Action Research
Contrastive
Population The participants that will take part of this investigative process are 60 ninth-grade students of a private school in Pasto. Sample The students that will participate in this research study are part of two groups of a ninth grade in a private school in Pasto; Ninth grade A and ninth grade B (30 students in each group). Data collection techniques This stage has the purpose of identifying and explaining the procedures that will be developed and the instruments that will be used in this research Instruments The instruments that will be used in this research are evaluations used in both classrooms to be analyzed.
To do so, it will be necessary to design a matrix that can help to analyze the different types of evaluation used in the groups. The aspects that will be considered in the matrix are:
- Practicality - Reliability - Validity - Authenticity - Washback

In the traditional assessment classroom or group A, the procedure will be focused on analyzing the exams, tests or any instrument of evaluation used by the teacher.
In the alternative assessment classroom or group B, the procedure will be focused on applying 3 assessment alternatives. They are portfolio, class journalism and show and tell and these alternatives will be analyzed with the same matrix.
Procedure References Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains: Pearson Education.
Hancock, Ch. (1994) Alternative Assessment and Second Language Study: What and Why? Retrieved September 26, 2012, from http://www.cal.org/resources/digest/hancoc01.html
Hartman, D. (2006). Advantages and Disadvantages of Traditional Assessment. Retrieved September 26, 2012, from http://www.ehow.com/info_8475094_advantages-disadvantages-traditional-assessment.html#ixzz28FwcecBL
THANK YOU SO MUCH FOR YOUR ATTENTION!! :D
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