Use of alternative assessment techniques in enhancing the meaningful learning

1. M.Phil STED
Course Code: 3743
Course Co-ordinator:
Dr. Muhammad Tanveer Afzal
Presentation Topic: USE OF ALTERNATIVE ASSESSMENT
TECHNIQUES IN ENHANCING THE MEANINGFUL
LEARNING.

2. 
 Assessment & Testing.
 Alternative Assessment.
 Alternative Assessment Techniques.
 Focus on “portfolio” As an alternative Assessment
 Traditional vs Alternative.
 Advantages of Alternative Assessment.
Objectives

3. 
 Assessment :“any method used to better understand
the current knowledge that a student possesses”
 Testing : “single-occasion, one dimensional, timed
exercise, usually in multiple choice or short-answer
form”
Assessment and testing

4. 
 Alternative assessment is a blanket term that covers
any number of alternatives to standardized tests.
While the traditional paper and pencil tests may be
effective to assess some of the skills (such as writing),
they are not sufficient to assess the productive skills
of speaking and demonstrating.
Alternative Assessment

5. 
 The most widely used traditional assessment tools
are:
 Multiple-choice tests
 True/false tests
 Short answers
 Essays.
Traditional assessment
tools

6. 
 Performance-based assessments (projects, exhibitions,
role playing, experiments and demonstrations)
 Open-ended questions
 Interviews
 Questionnaire
 Portfolios
 Anecdotal
 Self and peer assessments
 Checklists
Alternative assessment
tools

7. 
 Portfolios consist of student work that displays mastery
of skill of the task and expression .
 Paulson and Meyer define Portfolios “ a purposeful
collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas.
 The collection must include student participation in
selecting contents, the criteria for judging merit, and
evidence of student self reflection”
 Because of their cumulative nature, portfolios require a
lot of input and responsibility of the student . Moreover,
they demand a great deal of time commitment from the
teachers.
Portfolios

8. 
 Portfolios are an opportunity for students to provide
documentation of their learning activities, ideas and
reflections.
 Portfolios help students take more responsibility for their
own learning. By making decisions about what to include
in their portfolios.
 Students become knowledge producers rather than
knowledge receivers .Thus, portfolios help students
construct their own knowledge base (constructivism) as
opposed to reacting to a teaching stimulus provided by
the teacher (behaviorism).

9. 
 The portfolio is not supposed to be an easy
alternative to substitute for testing.
 If the portfolio is taken seriously, applied with skill
and intelligence, it can become a teacher’s valuable
tool

10. 
 An anecdotal record is a collection of written
observations of students related to their progress in
learning.
 This written account of observations may be kept in
a separate notebook or included in a student’s
portfolio. Teacher notes to students, weather offering
criticism or encouragement.
 Using this technique allows teachers the
opportunity to modify their instruction to better
meet the needs of their students.
Anecdotal Records

11. 
Traditional
Assessment
 One shot test
 Indirect tests
 Inauthentic tests
 Individual projects
 No feedback provided to
learners
 Speeded exams
 Decontextualized test tasks
 Norm-referenced score
interpretation
 Standardized tests
 Continuous, longitudinal
assessment
 Direct tests
 Authentic tests
 Group projects
 Feedback provided to
learner
 Untimed exams
 Contextualized test tasks
 Criterion-referenced score
interpretation
 Classroom-based tests
Alternative
Assessment

12. 
Advantages of Alternative
Assessments
 They provide a means of assessing valued skills that
cannot be directly assessed with traditional tests.
 They provide a more realistic setting for student
performance than traditional tests.
 They focus on student performance and the quality of
work performed by students.
 They can be easily aligned with established learning
outcomes.
 Process can be costly in terms of time, effort, equipment,
materials, facilities, or funds.

13. 
Conclusion
 Assessment is necessary for knowing the student’s
strengths and weakness in order to know who needs
special instruction. Alternative Assessment techniques
enable us to assess special students through special
alternative assessment technique. For Example; If a
student is unable to write we must have an alternative
assessment technique i.e verbal assessment. So by using
Alternative assessment techniques meaningful learning
can be enhanced.

14. 
References
 https://en.wikipedia.org/wiki/Alternative_assessment
 https://files.eric.ed.gov/fulltext/ED562371.pdf
 https://www.slideshare.net/harry665/alternative-
assessment-35428810
 http://www.ncpublicschools.org/docs/curriculum/wo
rldlanguages/resources/aaa/altc3.pdf
 http://ctl.byu.edu/using-alternative-assessments
 Dempsey, B. C. (2013). ALTERNATIVE ASSESSMENT
TECHNIQUES FOR BLENDED AND ONLINE
COURSES . IADIS International Conference e-Learning
2013, 443-445.


15. 