ALTERNATIVE ASSESSMENT

BASIC DESCRIPTIONS
Alternative forms of evaluating student progress Expanded generative formats in which students demonstrate mastery through applications in which they use complex processes and webs of knowledge and skill.

PURPOSES
student produces evidence of accomplishment of curriculum goals which can be maintained for later use as a collection of evidence to demonstrate achievement, and teacher's efforts to educate the child. assessing real life, with students assuming responsibility for self-evaluation provide ways to improve achievement, demonstrate exactly what a student does or does not understand, relate learning experiences to instruction; and combine assessment with teaching.

DIFFERENCE BETWEEN TRADITIONAL TESTS AND ALTERNATIVE ASSESSMENT

TRADITIONAL TESTING ALTERNATIVE ASSESSMENT

Uses Quantitative Measurement values from an instrument based on a standardized system that intentionally limits data collection to a selected or predetermined set of possible responses. Uses Qualitative Measurement more concerned with detailed descriptions of situations or performance; can be more subjective but is also more valuable to an experienced teacher.

does not provide a clear or accurate real-world simulations and other picture of what students can do with authentic tasks, concerned with their knowledge. problem solving and understanding may be unfairly misaligned with instruction, questions may be "missed" simply because of unfamiliar language or format--not because the student has no grasp of the concept Involves holistic "knowing" and integration of knowledge, students demonstrate ability to USE knowledge.

THREE TYPES OF PERFORMACE BASED ASSESSMENT: Performance, Portfolios, Projects

EXAMPLE OF SCHOOL TASKS THAT INCLUDE PERFORMANCE BASED ASSESSMENT

Art work Cartoons Collections Designs and drawings Documentary reports Inventions Notebooks Problems solved Puppet shows Reading selection Recipes

Internet Oral reports transmissions

Journals Letters Original plays, stories, dances Pantomimes Performance, musical instrument

Maps
Model construction Musical compositions Musical scores

Scale models
Story illustration Story boards Performances

Experiments
Foreign language activities Games

Poetry recitations
Photos Plans for inventions

SAMPLE ACTIVITIES

DEVELOPING CLASSROOM PERFORMANCE ASSESSMENTS AND SCORING RUBRICS

5 ESSENTIAL STEPS
1) Writing Goals and Objectives 2) Developing Performance Assessments, 3) Developing Scoring Rubrics 4) Administering Performance Assessments 5) Scoring, Interpreting and Using Results

WRITING GOALS AND OBJECTIVES

 The teacher should clearly identify the purpose of the activity. Goals and Objectives - guide the development of both performance assessment and scoring rubric.
GOALS - broad statements of expected student outcomes OBJECTIVES - divide the goals into observable behaviors

RECOMMENDATIONS FOR WRITING GOALS AND OBJECTIVES

1. The statement of goals and accompanying objectives should provide a clear focus for both instruction and assessment. 2. Both goals and objectives should reflect knowledge and information that is worthwhile for students to learn. 3. The relationship between a given goal and the objectives that describe that goal should be apparent. 4. All of the important aspects of the given goal should be reflected through the objectives. 5. Objectives should describe measurable student outcomes. 6. Goals and objectives should be used to guide the selection of an appropriate assessment activity.

DEVELOPING PERFORMANCE ASSESSMENT

 Performance assessments take on different forms, including written, oral, and demonstrative activities to be completed by either a group or an individual. Students demonstrate the application of knowledge to a particular context Through observation of a student's response, the teacher determines what the student does/does not know and what misconceptions he holds with respect to the purpose of the assessment.

RECOMMENDATIONS
1. The selected performance should reflect a valued activity . 2. The completion of performance assessments should provide a valuable learning experience. 3. The statement of goals and objectives should be clearly aligned with the measurable outcomes of the performance activity. 4. The task should not examine extraneous or unintended variables. Examine the task and think about whether there are elements of the task that do not map directly into the goals and objectives. 5. Performance assessments should be fair and free from bias.

DEVELOPING SCORING RUBRICS

WHAT IS A RUBRIC?

RUBRIC
An assessment tool lists the dimensions (tasks) of the performance to be evaluated, and the specific criteria used to evaluate each dimension
it describes the gradations of quality (levels) for each dimension of the performance to be evaluated, and assigns a point value to each gradation of quality.

WHY USE A RUBRIC?

Rubrics are used for many reasons, some of which include:

make the instructors expectations clear to the students show students how to meet the instructors expectations help students evaluate the quality of their own work identify the specific elements an instructor uses to differentiate the qualities of performances. If more than one person is evaluating the performance, it improves the consistency and objectivity- standardization of grading may reduce the time it takes to grade if there are similarities among comments made to students regarding flaws or excellence in a performance

HOW DO I CREATE A RUBRIC?

 The steps to create a rubric are listed in sequential order, but they can be performed in any order as long as the rubric contains the following:
-Performance Objective -List of dimensions to be evaluated -Levels of gradation of quality -Criterion and points for each level of quality

1. Record the performance objective. 2. Identify the dimensions/tasks comprising the performance. 3. Identify the potential gradations of quality. 4. Assign a point value to each gradation, and a total point value for the assessment. 5. Identify the criteria for each level of quality within a dimension/task. 6. Create the rubric table.

STEP 1: RECORD/WRITE THE PERFORMANCE OBJECTIVE.

identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the instructional activity. Performance objectives should consist of 3 elements:

-- Student Performance -- Conditions -- Criteria

STEP 2: IDENTIFY THE DIMENSIONS/TASKS COMPRISING THE PERFORMANCE.

DIMENSIONS- broad concepts or specific tasks students demonstrate when performing the activity, can be specific or addressing a variety of cognitive competencies that target a specific or multiple academic disciplines.
EXAMPLES OF DIMENSIONS FOR A GROUP EXERCISE ANALYZING A CASE STUDY: Contribute to group discussion Take responsibility for required work Value others viewpoints Analyze the study cooperatively Present the outcome in a given format

STEP 3: IDENTIFY THE POTENTIAL GRADATIONS OF QUALITY.

Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. EXAMPLES: --3 level gradation: poor,

average, excellent

--4 level gradation: beginning, developing,

accomplished, exemplary
excellent

--5 level gradation: poor, fair, average, very good,

STEP 4: ASSIGN A POINT VALUE TO EACH GRADATION, AND A TOTAL POINT VALUE FOR THE ASSESSMENT
If you already know the total number of points for this assessment, divide the total number of points by the number of dimensions to get the maximum point value for achieving the highest gradation for a dimension.

If you do not have a total number of points for this assessment, identify the maximum number of points for achieving the highest level of quality. Assign a number to each of the lower levels of quality.

STEP 5: IDENTIFY THE CRITERIA FOR EACH LEVEL OF QUALITY WITHIN A DIMENSION/TASK.
Starting with the best quality of each dimension, list the specific expectations you give the students. For each level below the best quality, identify the missing elements which will cause the student to lose points off the best performance.

Avoid negative language when listing the criteria; instead, identify the missing criteria.

STEP 6: CREATE THE RUBRIC TABLE.

Each dimension should be in a separate row, and each gradation of quality should be in a separate column. Provide a place at the top of the rubric for your performance statement, an extra row for the header, and a column on the left to list the dimensions.

PRESENTATION RUBRICS IN VALUES/CHARACTER EDUCATION

1. How much of the team tasks were assumed by this person? 1 2 3 4

Did little work.

Did fair share of Did more work work. than average.

Took on a much larger share of team work than average. 4

2. How dependable was this person? 1 2 3 Unreliable generally poorly prepared, or skipped meetings. Dependability was unpredictable sometimes not always well

Generally prepared.

Fully prepared, always attended meetings & completed work.

3. What was this person's team spirit like? 1 Not committed to team overbearing or inconsiderate of team members 2 Contributed to tasks but not to team building disrespectful or inconsiderate at times. 3 Respected team members, considerate and cooperative. 4 Exceptionally helpful, respectful and considerate of team members.

4. How would you rate this person's over-all performance?

1 Little, if any participation in group's work. 2 3 4

Contributed less Contributions Outstanding than average to were valuable to contributions to group's work. team. team's work.

RUBRICS USED IN ST. THERESAS COLLEGE

REQUIRED CRITERIA FOR INDIVIDUAL B GRASSROOTS PROJECTS

CRITERIA
LEVEL 1 ENTRY LEVEL 2 DEVELOPING LEVEL 3 STANDARD LEVEL 4 ABOVE STANDARD

Collaboration/Teamwork Refers to student contact, partnerships and collaboration for the purposes of gathering information, developing content, designing plans and creating/evaluating the website. There is limited opportunity for collaboratio n (online or offline) either for the purpose of gathering information, developing content or creating the website. There is some opportunity for collaboration (online or offline) either for the purpose of gathering information, developing content or creating the website. There is considerable opportunity for collaboration (online or offline) for the purpose of gathering information, developing content or creating the website. There is extensive opportunity for collaboration (online or offline) for the purpose of gathering information, developing content and creating the website.

Project Plan The element being measured here is the extent to which students are involved in choosing the focus/theme, planning the project activities, choosing subtopics to be investigated, deciding on products to be developed and resources to be used, carrying out the activities, and evaluating the project after it is complete.

Student Involvement

Student Involvement

Student Involvement

Student Involvement

Students play a limited role in the project stages. They are involved in only one or two project stages.

Students play a moderate role in the development of the website. They are involved in some of the stages.

Students play a considerable role. They are involved in most of the project stages.

Students play an extensive role. They are involved in all or almost all of the project stages.

Design Project Clarity

Student involvement in the project stages (planning, design, implementation and evaluation). These stages can apply to both the development of the project plan/process and the website which will showcase this project.

Clarity
The project timeline provides a limited overview of the main steps of the project. It is sketchy and without sufficient detail to provide a clear picture of how this project will be implemented.

Clarity
The project timeline provides a moderate overview of the main steps of the project. Either major steps have been omitted or the level of detail is not sufficient to provide a complete overview of how this project will be implemented.

Clarity
The project timeline provides a considerable overview of the main steps of the project. The main steps identified and the level of detail given is sufficient to provide a complete outline of how this project will be implemented.

Clarity
The project timeline provides an extensive overview of the main steps of the project. The main steps identified and the level of detail given provide a thorough outline of how this project will be implemented.

ADMINISTERING PERFORMANCE ASSESSMENTS

RECOMMENDATIONS
1. Both written and oral explanations of tasks should be clear, concise and presented in a language that the students understand. 2. Appropriate tools need to be available to support the completion of the assessment activity. 3. Scoring rubrics should be discussed with the students before they complete the assessment activity.

SCORING, INTERPRETING AND USING RESULTS

RECOMMENDATIONS
1. Two independent raters should acquire consistent scores using the categories described in the scoring rubric. 2. A given rater should acquire consistent scores across time using the scoring rubric. 3. A set of anchor papers should be used to assist raters in the scoring process. 4. A set of anchor papers with students' names removed can be used to illustrate to both students and parents the different levels of the rubric.

5. The connection between the grade and the scoring rubric should be immediately apparent.
6. The results of the performance assessment should be used to improve instruction and the assessment process.

THANK YOU! Thats all folks!