Alternative
assessment: Practicing what we preach
Childhood Education;
Washington; Spring 2000; Elizabeth Wadlington; M Elizabeth Partridge;
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Volume: |
76 |
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Issue: |
3 |
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Start Page: |
160D |
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ISSN: |
00094056 |
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Subject Terms: |
Abstract:
Wadlington and Partridge offer ideas for
using alternative assessment methods. Alternative assessments allow educators
to evaluate process as well as product. Some suggestions include having
students keep reflective journals, conducting student interviews, and making portfolios.
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Full Text: |
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Copyright Association
for Childhood Education Spring 2000 |
Complex learning often cannot be adequately measured through traditional paper-andpencil tests. Higher level objectives performed in authentic contexts need special evaluation techniques. Therefore, schools are turning to alternative assessment methods that allow educators to evaluate process as well as product. Before teacher educators can ask preservice teachers to use journals, self-assessment, peer conferences, portfolios, observations, and so forth, they must first model these techniques themselves. Instructors can use the following simple ideas when working with students in teacher education programs:
1. Have students keep reflective journals. Students can respond to topics studied in class or to problems found in field experiences. journals can be kept confidential, or presented to instructors or peers for reaction. Instructors should emphasize the content of entries rather than language mechanics. They may allow students to choose topics freely or they may guide them with openended questions.
2. Use observations accompanied by checklists or rubrics to assess student performance. Obviously, field experiences lend themselves to this method, but it also may be used as students teach lessons to each other, demonstrate math or science concepts with manipulatives, give presentations, participate in group work, and so forth. Using student feedback, instructors can model how they develop these instruments. Students also should be allowed to assess their instructors with similar instruments.
3. Give numerous opportunities for self-evaluation. Students need to learn to evaluate themselves independently so that they can continue to grow professionally. This may be done through openended questions, journal entries, checklists, or rubrics. Self-assessment can be particularly beneficial with the same instruments that instructors will use during field experiences. Instructors should not penalize students when their appraisal of their own performance is different from the instructor's; however, they should investigate why there are discrepancies.
4. Peer evaluation is often helpful. Peers are often empathetic, and their comments and suggestions can be right on target. However, they must learn to phrase their advice or criticism constructively. Instructors should model this approach and directly teach peers how to be unbiased and fair.
5. Don't forget anecdotal records. These may be used to evaluate students' personal and social development as educators, as well as learning outcomes. Because anecdotal records are timeconsuming, instructors should use them for behaviors that are not easily assessed by other means. Often, an anecdotal section may be added to a checklist or rubric.
6. Conduct student interviews. Interviews may be used for students to explain subject matter (e.g., equivalent fractions with manipulatives, Piaget's conservation stages with concrete aids), describe how they would handle difficult hypothetical situations (e.g., a child with a short attention span, inappropriate behavior of a parent volunteer), and so forth. Allow students to prepare for the interview by letting them know about the topic and procedures of the interview in advance.
7. On the other hand, conferences are more of a reciprocal meeting. Instructors should plan topics to discuss, and let students know them ahead of time. Students also should feel free to bring up additional subjects, however. Suggestions for improvement generated by the conference should be agreed upon by both instructors and students. Instructors should ask students, "How can I help you be a better teacher?"
8. Portfolios show progress over time. They are often made up of students' best work rather than all of the projects that students have done in a semester. Be aware that the making of portfolios requires intensive effort and many hours of work. Students should not be required to compile more than one portfolio per semester. Therefore, instructors will need to collaborate when deciding which courses will use portfolios.
The above ideas are not meant to be exhaustive; they are simply a place for instructors to start. Keep in mind that instructors should make it clear to students how the above techniques are directly measuring the objectives taught and when each technique is most appropriate. Students will need help using the techniques in their own work with children. In the beginning, measure only a few learning outcomes and keep the instruments simple. As time goes on, students will gain more confidence and proficiency. Ultimately, they will be prepared to use alternative assessment, along with more traditional assessment, to better understand and guide both teaching and learning.