Below we list a couple of examples of alternative assessments. We’ve also added links to examples, videos and articles to broaden your perspective and become more familiar with alternative assessment types and styles.
Once you have completed this session please complete the task below to let us know what you think of alternative assessments and which method you are most comfortable with.
In order to create a portfolio assignment for the students, it is necessary to establish a series of questions which have to be addressed in designing the portfolio assignment. (Source: Basto, 2014)
(Source: Mishra and Panda, 2007)
A rubric is a scoring guide that assists in evaluating a student’s performance based on a range of criteria rather than a single score. You can use it to evaluate the depth, breadth, creativity and conceptual framework of an essay, presentation, skit, poster, project, lab report, portfolio, etc. A rubric may be applied to numerous tasks in the classroom. Rubrics consist of specific pre defined
performance criteria that are:
Effective alternative assessment relies on observations that are recorded using checklists and rubrics.
Below we discuss are four types of rubrics that can be cited in association with alternative assessment.
A holistic rubric is also known as a single criteria rubric (one-dimensional), used to assess participants’ overall achievement on an activity or item based on predefined achievement levels. Performance descriptions are written in paragraphs and usually in full sentences.
Example of holistic rubric
An analytical rubric is two-dimensional, with levels of achievement as columns and assessment criteria as rows. It allows you to assess participants’ achievements based on multiple criteria using a single rubric. You can assign different weights (value) to different criteria and include an overall achievement by totalling the criteria written in a table form.
Example of analytical rubric
Primary trait rubric
In primary trait scoring, the instructor predetermines the main criterion, or primary trait, for successful performance of a task. This approach thus involves narrowing the criteria for judging performance to one main dimension.
Example of holistic rubric click here.
The multi-trait approach is similar to the primary trait approach, but allows for rating performance on three or four dimensions, rather than just one. Multi-trait rubrics resemble analytic rubrics in that several aspects are scored individually. However, where an analytic scale includes traditional dimensions such as content, organisation and grammar, a multi-trait rubric involves dimensions that are more closely aligned with features of the task.
For example, on an information-gap speaking task where students are asked to describe a picture in enough detail for a listener to choose it from a set of similar pictures, a multi-trait rubric would include dimensions such as quality of description, fluency, and language control, click here for an example.
Comment and discuss on the forum how the following technology supported approaches can be used to enhance assessment of ESD.
What would make these more appropriate for transformative learning and ESD practice?