Traditional assessments are “tests” taken with paper and pencil that are usually true/false, matching, or multiple choice. These assessments are easy to grade, but only test isolated application, facts, or memorized data at lower-level thinking skills. Traditional assessment provides little evidence of what a language learner actually can do with the language. Show
In order to evaluate what a language learner can do with the language, a student must be evaluated using various performance tasks and assessments. Performance assessments include authentic assessments, alternative assessments, and integrated performance assessments. Learners must use more complex, higher-order thinking skills. They must reason, problem-solve, or collaborate with others to produce individual responses. Rubrics, provided ahead of time so learners know their expectations, are used to evaluate students on multiple competency levels. In Herman, Aschabacher, and Winters, 1992, alternative assessment, authentic assessment, and performance-based assessment “require students to generate rather than choose a response.” Alternative assessments focus on the students’ strengths — what they can do — allowing the teacher to choose an appropriate assessment for students with different learning styles, maturity levels, learning disabilities, physical disabilities, and other characteristics that could affect language performance. While one student may choose to write a response, another student may perform better in a role-play situation. Although paper and pencil tests can be effective when assessing listening and reading comprehension skills, they are not appropriate assessment methods for performance skills such as speaking and writing. In a balanced assessment program, a variety of assessment techniques should be incorporated into daily instruction. Authentic assessments combine the traditional academic content with the knowledge and skills needed to function appropriately in the real world. The context, purpose, audience, and focus should connect to real-world situations and problems. Performance-based assessments require the learner to perform in realistic situations. Students participate in specific tasks, interviews, or performances that are appropriate to the audience and setting. Traditional assessment v.s Alternative assessment from Zohreh Dehghan Alternative and traditional assessments: Their comparative impact on students' attitudes and science learning outcomes. An exploratory study
AbstractThis probing study focused on alternative and traditional assessments, their comparative impacts on students' attitudes and science learning outcomes. Four basic questions were asked: What type of science learning stemming from the instruction can best be assessed by the use of traditional paper-and pencil test? What type of science learning stemming from the instruction can best be assessed by the use of alternative assessment? What are the differences in the types of learning outcomes that can be assessed by the use of paper-pencil test and alternative assessment test? Is there a difference in students' attitude towards learning science when assessment of outcomes is by alternative assessment means compared to traditional means compared to traditional means? A mixed methodology involving quantitative and qualitative techniques was utilized. However, the study was essentially a case study. Quantitative data analysis included content achievement and attitude results, to which non-parametric statistics were applied. Analysis of qualitative data was done as a case study utilizing pre-set protocols resulting in a narrative summary style of report. These outcomes were combined in order to produce conclusions. This study revealed that the traditional method yielded more concrete cognitive content learning than did the alternative assessment. The alternative assessment yielded more psychomotor, cooperative learning and critical thinking skills. In both the alternative and the traditional methods the student's attitudes toward science were positive. There was no significant differences favoring either group. The quantitative findings of no statistically significant differences suggest that at a minimum there is no loss in the use of alternative assessment methods, in this instance, performance testing. Adding the results from the qualitative analysis to this suggests (1) that class groups were more satisfied when alternative methods were employed, and (2) that the two assessment methodologies are complementary to each other, and thus should probably be used together to produce maximum benefit. What are the major differences between traditional assessment and authentic assessment?Assessment is authentic when we directly examine student performance on worthy intellectual tasks. Traditional assessment, by contract, relies on indirect or proxy 'items'–efficient, simplistic substitutes from which we think valid inferences can be made about the student's performance at those valued challenges.
How similar or different is traditional assessment from alternative assessment quora?For the most part, traditional assessment methods are the better methods because they are generally tried, proven and accepted. On the other hand, alternative methods in some cases may be better.
What is the difference between traditional assessment?Traditional assessment follows selecting a response from learners whereas authentic assessment engages learners to perform a task on the basis of the item they are informed. Traditional assessment is contrived but authentic is in real-life.
What is the meaning of traditional assessment?Traditional assessments are “tests” taken with paper and pencil that are usually true/false, matching, or multiple choice. These assessments are easy to grade, but only test isolated application, facts, or memorized data at lower-level thinking skills.
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