Implementing Alternative Assessment: Opportunities and Obstacles

Abstract

The theoretical framework for using alternative assessment in the classroom includes considering learners as constructors of knowledge; finding authenticity in materials and activities; employing dynamic, ongoing evaluation tools; and empowering students. By putting these ideas into practice, individual attributes of initiative, choice, vision, self-discipline, compassion, trust, and spontaneity can be promoted in students. The opportunities and obstacles associated with implementing alternative assessment in the classroom, as seen through the eyes of a group of graduate students, are presented here. The "freedom factor" as defined by Graves (2002, 4) is an amalgam of a number of components: initiative, choice, vision, self-discipline, compassion, trust, and spontaneity. As part of quality education for students in a democratic society, these would seem to be desirable traits to promote in individuals in our classrooms. However, as noted by Graves (2002), these may not be traits that can be effectively promoted in a climate of high-stakes testing. High-stakes testing is widely believed to be the force behind educational reform and, presumably, resulting quality education. Though policy makers and the public judge the impact of educational reform efforts by comparing changes in test scores over time, testing experts question the use of high-stakes testing as the public benchmark of educational quality (Linn 2000). Moreover, the consequences of testing and testing outcomes for many students-particularly students of diverse cultural and linguistic backgrounds-are onerous. Labeling students and the gate-keeping effect of testing programs most seriously impact this population of students (

Sınıf öğretmenlerinin matematik derslerinde proje görevi verme amaçları ve proje görevi verirken dikkate aldıkları faktörler

“…Alternatif ölçme-değerlendirme yaklaşımları kuramsal olarak yapılandırmacı (constructivism) eğitim anlayışına dayanmaktadır (Anderson, 1998;Janisch, Liu ve Akrofi, 2007). Bu yüzden yapılandırmacı öğrenmede ölçme ve değerlendirme, öğrenme öğretme sürecinin her aşamasında yer almaktadır (Gelbal ve Kelecioğlu, 2007;Karamustafaoğlu, Çağlak ve Meşeci, 2012).…”

How Teachers Understand and Use Power in Alternative Assessment

“…Shohamy [19] argues for more democratic forms of assessment as an alternative to the traditional approach of teachers' unilateral assessment of students. Likewise, Janisch et al [4] argues that student ownership for learning and self-evaluation of progress to be hallmarks of alternative assessment. Such alternative assessment encourages students to be more responsible for their own learning and makes the relationship between teachers and students to be more collaborative [20].…”

“…For example, critics of the limitations of traditional objective tests advocate a variety of alternative assessment practices such as performance-based assessment [2], portfolio assessment [3], classroom-based assessment [4], and authentic assessment [5].…”

Η χρήση του eportfolio ως βασικού μέσου αξιολόγησης και αυτοαξιολόγησης της πορείας του μαθητή στην πρωτοβάθμια εκπαίδευση

“…Επίσης, ένα σημαντικό ποσοστό των ερωτηθέντων (32,6%) συμφωνούν απόλυτα με την κατάργηση της ποσοτικής αξιολόγησης των μαθητών και της αντικατάστασής της από την περιγραφική και το ίδιο ακριβώς ποσοστό συμφωνούν εν μέρει με αυτό (32,1%), ενώ η πλειονότητα των ερωτηθέντων συμφωνούν απόλυτα ότι θα πρέπει να εφαρμοστούν εναλλακτικές μορφές αξιολόγησης (51,2%). Τα αποτελέσματα αυτά συμφωνούν με ανάλογες έρευνες (Meyer, 1992;Paris & Ayres, 1994;Brown & Hudson, 1998;Segers, 1999;Βοσνιάδου, 2002;Janisch, Liu & Akrofi, 2007;Τσαγγαρή, 2012) που επισημαίνουν, ότι η αλλαγή στο αξιολογικό πλαίσιο θα προσφέρει πολλά οφέλη τόσο στους εκπαιδευτικούς όσο και στους μαθητές. Όσον αφορά στη χρήση των νέων τεχνολογιών λιγότεροι από τους μισούς ερωτηθέντες (39,1%) συμφωνούν εν μέρει ότι μπορεί να συμβάλλει στην αξιοπιστία της αξιολόγησης, ενώ μικρότερο είναι το ποσοστό αυτών (35,8%) που δεν τοποθετείται σαφώς (ούτε συμφωνώ, ούτε διαφωνώ) αναδεικνύοντας ότι ο τρόπος εισαγωγής, ενσωμάτωσης και χρήσης των νέων τεχνολογιών συνεχίζει να αποτελεί αντικείμενο μελέτης και προβληματισμού, ενώ παράλληλα ο εκπαιδευτικός είναι αναποφάσιστος λόγω της έλλειψης εξειδικευμένων γνώσεων πάνω στο εν λόγω αντικείμενο (Πουπάκη, 2001; Λιοναράκης, 2001).…”