Alternative Assessment in a HighmStakes Environment

Miller, M. David; Legg, Sue M.

doi:10.1111/j.1745-3992.1993.tb00528.x

Cited by 41 publications

(13 citation statements)

References 22 publications

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“…They tend to argue that inter-rater 'reliability' can be quite high if the assessment assignment is relatively straightforward (which is not usually the case with portfolios), but that it becomes increasingly difficult as the assessment assignment increases in the complexity necessary for greater authenticity (e.g. Miller & Legg, 1993;LeMahieu et al, 1995).…”

Section: Positivist Approaches To Assessmentmentioning

confidence: 97%

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Johnston

2004

Studies in Higher Education

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The issue of arriving at agreement over outcomes in summative assessment of portfolios has been a major concern, given the complexity of the assessment task, the educational and political context, and the widespread and growing use of portfolios in higher education. This article examines research findings in this area. The discussion takes place in a philosophical and theoretical context. The first section of this article considers various approaches to portfolio assessment (e.g. positivist, interpretivist, feminist) and the assumptions underlying them. The second section examines research findings in these different traditions, pointing out the findings and gaps in each, as well as suggesting potential meeting points between them. The article does not argue that any approach offers all answers to all problems connected with agreement over outcomes in portfolio summative assessment. Rather, the purpose of this article is to clarify the choices facing assessors. The underlying issues raised here have relevance to other methods of assessment, apart from portfolios.

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Section: Positivist Approaches To Assessmentmentioning

confidence: 97%

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Johnston

2004

Studies in Higher Education

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“…Despite the growing popularity of alternative assessments, a number of concerns and problems have been cited in the literature regarding the validity, reliability, high costs, and logistical challenges in developing, administering, and scoring these assessments (e.g., Aschbacher, 1991;Messick, 1995;Miller & Legg, 1993). Some researchers have cited problems with the validity of alternative assessments at the elementary school level in particular (Gattullo, 2000;Rea-Dickins & Gardner, 2000;Teasdale & Leung, 2000).…”

Section: Alternative Assessments In Flesmentioning

confidence: 99%

On‐Task Versus Off‐Task Self‐Assessments Among Korean Elementary School Students Studying English

Butler¹,

Lee²

2006

The Modern Language Journal

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This study examined the validity of Korean students' self-assessments of their oral performance in English in a Foreign Language at the Elementary School (FLES) level. We examined the validity of 2 types of assessments: an off-task self-assessment and an on-task self-assessment. The off-task assessment asked students to evaluate their overall performance in a general and somewhat decontextualized way. The on-task self-assessment asked students to self-evaluate their performance immediately after they completed their English tasks. The results of the 2 types of self-assessments were compared both with the students' general proficiency test scores and with their teachers' assessments based on classroom observation. The results indicate that if self-assessments are administered in an on-task format, students can self-assess their oral performance more accurately than they can in an off-task format. It was also found that the on-task self-assessment was generally less influenced by student attitude/personality factors than was the off-task self-assessment

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“…41 Reflective portfolios have been assumed to be credible sources of evidence of competency since it originated as a form of authentic assessment. 42,[44][45] However, Gannon et al argued that a form of assessment that is unreliable and thus lacks validity cannot be credible. 41 They suggested the use of qualitative or mixed-methods of both quantitative and qualitative methods to examine the reliability, validity, and credibility of reflective portfolios used for both learning and assessment.…”

Section: 3942-43mentioning

confidence: 99%

“…32,37,39,[41][42][43][44][46][47][48] While not sufficient, reliability is necessary for validity; thus, low reliability in assessment methods for reflective portfolios is a serious limitation or disadvantage to their use. 49 Issues central to the debate over the extent to which reflective portfolios can be assessed reliably include the purpose of the assessment (eg, formative versus summative assessment), holistic versus component grading or assessment, rater training, and the development of the grading rubric.…”

Section: Reliability and Validity Considerationsmentioning

confidence: 99%

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Use of Reflective Portfolios in Health Sciences Education

Plaza¹,

Draugalis²,

Slack³

et al. 2007

Am J Pharm Educ

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Reflective portfolios are a collection of evidence that through critical reflection on its contents demonstrate achievement as well as personal and professional development. The purpose of this paper is to provide a review of the literature on the use of reflective portfolios and to develop a set of factors to guide schools and colleges of pharmacy as they implement reflective portfolios into their respective curricula as stated in Standards 2007.

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Alternative Assessment in a HighmStakes Environment

Abstract: How generalizable are the results of alternative assessments? How much psychometric evidence d o we have about these approaches? What effects do alternative assessments have on subgroup differences in performance? What are the probable consequences of using alternative assessments?

Cited by 41 publications

References 22 publications

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

On‐Task Versus Off‐Task Self‐Assessments Among Korean Elementary School Students Studying English

Use of Reflective Portfolios in Health Sciences Education

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