Beyond Tests: Alternatives in Assessment
AWANG INDRA S. / 107835010
BEYOND TESTS: ALTERNATIVES IN ASSESSMENT This chapter tries to discuss alternative in assessment and the problems found in alternative in assessments.
Performance Based Assessment
Performance based assessment implies productive, observable skills, such as speaking and writing of content valid tasks. According to O’malley and Valdez Pierce (1996), the characteristics of performance assessment are 1) students make a constructed response, 2) They engage in higher order thinking, with open-ended tasks, 3) tasks are meaningful, engaging and authentic, 4) tasks call for the integration of language skills, 5) both process and product are assessed, 6) depth of a student’s mastery is emphasized over breadth. Portfolios
One of the most popular alternatives in assessment, especially within a framework of communicative language teaching, is portfolio development. Portfolios include materials such as:
a. Essays and compositions in draft and final forms, b. Reports, project outlines, c. Poetry and creative prose, d. Artwork, photos, newspaper or magazine clippings, e. Audio and/or video recordings of presentations, demonstrations, etc, f. Journals, diaries, and other personal reflection, g. Test, test scores, and written homework exercises, h. Notes on lecturer, i. Self-and peer- assessments-comments, and checklists.
Journals A journal is a log or account of one’s thoughts, feelings, reactions, assessment, ideas, or progress toward goals, usually written with little attention to structure, form, or correctness. Categories or purposes in journal writing, such as the following:
a. Language learning logs, b. Grammar journals, c. Responses to readings, d. Strategies based learning logs, e. Self-assessment reflections, f. Diaries of attitudes, feelings, and other affective factors, g. Acculturation logs.
Conferences Conferences are not limited to drafts of written work including portfolios and journals. Conferences must assume that
BEYOND TESTS: ALTERNATIVES IN ASSESSMENT This chapter tries to discuss alternative in assessment and the problems found in alternative in assessments.
Performance Based Assessment
Performance based assessment implies productive, observable skills, such as speaking and writing of content valid tasks. According to O’malley and Valdez Pierce (1996), the characteristics of performance assessment are 1) students make a constructed response, 2) They engage in higher order thinking, with open-ended tasks, 3) tasks are meaningful, engaging and authentic, 4) tasks call for the integration of language skills, 5) both process and product are assessed, 6) depth of a student’s mastery is emphasized over breadth. Portfolios
One of the most popular alternatives in assessment, especially within a framework of communicative language teaching, is portfolio development. Portfolios include materials such as:
a. Essays and compositions in draft and final forms, b. Reports, project outlines, c. Poetry and creative prose, d. Artwork, photos, newspaper or magazine clippings, e. Audio and/or video recordings of presentations, demonstrations, etc, f. Journals, diaries, and other personal reflection, g. Test, test scores, and written homework exercises, h. Notes on lecturer, i. Self-and peer- assessments-comments, and checklists.
Journals A journal is a log or account of one’s thoughts, feelings, reactions, assessment, ideas, or progress toward goals, usually written with little attention to structure, form, or correctness. Categories or purposes in journal writing, such as the following:
a. Language learning logs, b. Grammar journals, c. Responses to readings, d. Strategies based learning logs, e. Self-assessment reflections, f. Diaries of attitudes, feelings, and other affective factors, g. Acculturation logs.
Conferences Conferences are not limited to drafts of written work including portfolios and journals. Conferences must assume that