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ALTERNATIVE assessment IN OUR CLASSROOMS

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by

Jennifer Savard

on 9 October 2014

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Transcript of ALTERNATIVE assessment IN OUR CLASSROOMS

By putting
alternative assessment(AA)
into practice "individual attributes of initiative, choice, vision, self-discipline, compassion, trust and spontaneity can be promoted in students" (Akrolfi, et al., 2007)
How
''challenge the current assessment paradigm'' : get students, parents and colleagues on board
constructivist approach, authentic learning situations
detailed rubrics and comments: each competency, each assignment
document observations, interviews
Why Alternative?
The Quebec Context
Features of AA
ALTERNATIVE assessment IN OUR CLASSROOMS
CON
• Time consuming: class time and prep time
• Less feedback
• Lack of support from school staff, students or parents
• Subjective nature of the assessments
• Student discomfort with the ambiguity of narrative assessment
• Competing with province/state
standards and expectations for high stakes exams
PRO
• Provides detailed feedback and responsive instruction
• Implements students' interests
• Encourages student investment in learning
• Reduces test anxiety
• Develops new skill sets (observation, curiosity, creativity, imagination, inductive thinking, etc.)
• Maps student’s intellectual growth: logs improvements and weaknesses
• Develops students self-confidence and empowerment
• Self and/or peer reflection and evaluation
• Encourages parent involvement
• Enables transparency on the part of teachers towards students and parents

"We've gotten away from the essential notion that
assessment
is-or ought to be-
essentially feedback
"
(Bagley, 2008)
Let's consider...
The school has a responsibility to guide students who may be very different and have different ways of relating to knowledge (MELS, QEP, 2007)
Competency-based education, success for all vs. standardized high stakes testing with uniform standards
Tensions:
qep aims vs. practice
Currently, teachers are intermediaries navigating these tensions.
Provides a means to value a diversity of students (think Multiple Intelligences)
Equal opportunity for students of all cultural, linguistic, and socioeconomic backgrounds.
Counteracts the impact of student labels (and judgments about teachers) based on high stakes tests
Gives teachers access to a complete picture of student learning
Focus on student self-assessment and reflection (meta-cognition) encourages commitment to life-long learning
Feedback= meaningful information for real-life application (problem solving, creativity, communication skills)
individualized (subjective) measures vs. objective measures
alternative assessment vs. standardized testing
progressive change vs. entrenched status quo
AA presents both a challenge and an opportunity. It is a challenge in that it places individual responsibility on teachers to integrate AA into their practice - often with little institutional support. On the other hand, it presents an opportunity for teachers to make classrooms more inclusive through sensitive, responsive, and responsible assessment.
Take Away
-Based on constructivism
-Learning experience
-Immediate feedback
-Monitors student's individual progress
-Self-evaluation & Self-reflection,
-Empowering
-Broader goals
-Interdisciplinary/Cross-curricular
(Bulus Kirikkaya & Vurkaya, 2011; Cox Suarez, 2014; Janisch, Liu, & Akrofi, 2007; )

Examples of AA
portfolios
narratives
comic strips
close observation
creative projects
reflective journals
etc.
Full transcript