This module is a workshop designed as part of a Teacher Training Program for in-service foreign language teachers at a military language institute. The institute's goal is to bring its students to the level of limited working proficiency (as described in the Interagency Language Roundtable) in a foreign language.
The institute offers a rich professional development program to all its faculty. This particular workshop is focused on sharing best practices with teachers in the field of alternative assessment for the foreign language classroom.
Workshop Objectives:
Pre-workshop survey:
The following video provides some ideas for consideration as we begin the discussion of assessment in a foreign language classroom. Good assessment, the video argues, is simply part of the learning process, not just a means of documenting or judging that learning.
Workshop Assignments:
Each update will include 3 tasks for participants to complete:
Final Project
At the end of the course, participants will have a choice for their Final Project:
Alternative assessment is a general term that encompasses several alternatives to ‘traditional’ standardized tests. Authentic assessment, performance- based, and portfolio- based assessment fall under that category. The purpose of these methods is to measure applied proficiency rather than measure knowledge. For instance, in language teaching, the productive skills of speaking and writing are routinely measured using one of the alternative assessment methods. Typical examples of alternative assessments include portfolios, project work, and other activities requiring some type of rubric.
"Traditional assessment" usually refers to the forced-choice measures of multiple-choice tests, fill-in-the-blanks, true-false, matching and the like that have been and remain so common in education. Students typically select an answer or recall information to complete the assessment. These tests may be standardized or teacher-created. They may be administered locally or statewide, or internationally.
Below is the comparison of alternative and traditional forms of assessment.
Advantages of Alternative Assessments
Disadvantages of Alternative Assessments
To gain a better understanding of what alternative assessment means, read the following article.
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Reflection Question:
Have you observed any change in students' level of engagement with the material based on the form of assessment you used? Were your students more engaged in the classroom knowing that they will be evaluated with more 'traditional' methods or when you used an alternative approach to assessment? If you haven't used alternative assessment in the classroom, speculate how it could affect student learning.
Create an Update:
Share your (or your colleagues') experience implementing alternative assessment in the classroom. What type of alternative assessment did you use? Describe the approach in detail. How did the students react to it? What were the challenges? What would you change? If you have no experience with alternative assessment, elaborate on what problems alternative assessment can solve and what challenges it can create. When would using alternative assessment be inappropriate in language teaching?
The purpose of this update is to introduce the concept of alternative assessment and to gauge the teachers' level of experience with and attitude toward alternative assessment.
Our expectation is that after completing this update, the teachers will be able to evaluate the effectiveness of alternative forms of assessment, when they are appropriate to implement, and what challenges to anticipate.
Additional Resources:
Center for Innovative Teaching and Learning
NC Public Schools: Assessment, Articulation & Accountability
What is a Rubric?
A rubric articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor (Andrade, 2012). Rubrics can make visible to students what they might be missing in an assignment and can help them from going wrong. The creation of a very specific rubric is one way that experts can draw out their own unconscious competence. (CITL). Rubrics are routinely utilized with most alternative forms of assessment.
DePaul University Teaching Commons provide a more detailed description and examples of an analytic rubric, developmental rubric (a subset of analytic rubrics), and holistic rubric.
Building a Rubric: First Steps
In order to effectively implement any type of alternative assessments and build an effective rubric, BYU recommends adhering to the following guidelines.
First of all, teachers need to define the instructional outcome they would like to assess as clearly and unambiguously as possible in terms of both the subject-matter content and the set of skills or operations that a student should demonstrate. For example, a possible outcome in a second/foreign language class could be: “Students will maintain simple conversations (provide biographical information; ask and answer simple questions, satisfy minimum courtesy requirements)."
After the outcome has been identified, instructors should distinguish between those outcomes that can validly be assessed solely by performance assessments and those that can be assessed just as effectively by objective measures. For example, students would have a difficult time demonstrating the ability to maintain conversations on a paper and pencil test.
The next step would be to create tasks that elicit evidence of the student’s ability to perform the targeted skill. To demonstrate the performance according to the language teaching outcome presented above, a possible language task could be to engage students in a mini immersion that simulates travel to the target language country. Students purchase plane tickets, reserve a hotel, answer questions at the customs, exchange currency, etc.
In the process of completing the set tasks, the teacher can decide how much and what kind of guidance can be provided to the students while still allowing them room to learn and do it their way. For instance, the teacher can resort to non-verbal cues or other aids only if a student is unable to complete a task using the target language.
The final, but continuously recurring step would be to try out the assessment and make revisions as necessary. Revisions could include modifying the evaluation rubric to make it more clear, adding or removing steps from each task, etc. (Using Alternative Assessment, 2018, as cited in Barley, 2018).
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Reflection Question:
What are the advantages and disadvantages of each type of rubric? What are the considerations when developing a rubric?
Create an Update:
Follow the steps outlined above to identify the instructional outcome you would like to assess using an alternative assessment method. Create the tasks that will elicit evidence of the student’s ability to perform the targeted skill. This will serve as an outline for your first alternative assessment. Describe the outcome and the tasks in your update.
This update is an introduction to the concept of rubrics. This and the following update is key in assisting the teachers in understanding the value of rubrics and in developing quality rubrics.
At this stage the teachers will identify the learning outcomes that can and should be assessed alternatively and will develop tasks that will allow them to demonstrate the target skills.
Additional Resources:
As mentioned in the previous update, the use of rubrics provides the following benefits:
Rubrics help instructors:
Rubrics help students:
To create a rubric, it is important to pay attention to the criteria and levels of performance.
Selecting Good Criteria
When determining rubric criteria, be sure that each criterion:
1. Demonstrates evidence of learning and meeting objective (not achievement of assigned tasks)
For example:
NOT: # of questions asked, booking a hotel room within budget, exchanging exchanging currency successfully
2. Can be objectively measurable (can be named/defined, and observed)
For example:
3. Vary along a continuum of quality (not ‘yes’ or ‘no’)
4. Unidimensional or distinct
Differentiating Levels of Performance
OR
For more detailed explanation of the rubric building process, watch the following video.
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Reflection Question:
Provide an evaluation of the attached rubric against the criteria defined in this update.
Create an Update:
Create your own rubric for the alternative assessment tool you described in the previous update. Post your rubric draft in the update and explain the development steps, i.e., what are the learning outcome(s) you will be assessing, what assessment tasks you will be using, how you determined specific rubric criteria and levels of performance).
The goal of this update is to present a detailed description of the rubric development process and to provide the teachers with scaffolds necessary to be able to independently develop effective rubrics. Prior to being tasked with rubric creation, the participants will review quality rubrics, and will evaluate other samples against the criteria presented in the update. (The intent here is to show what to do, and what not to do.)
Additional Resources:
Definitions
A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller
"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229)
Authentic assessment integrates the assessment of traditional academic content with the knowledge and skills important to lifelong learning using a variety of techniques, including "real world" situations. (Marzano, Pickering, & McTighe, 1993). For an assessment to be authentic, the context, purpose, audience and constraints of the test should connect in some way to real world situations and problems. More information on authentic assessment is provided in the following video.
Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well. According to Wiggins (1998), an assignment is authentic if it
Authentic assessments can be contrasted with conventional test questions, which are often indirect measures of a student’s ability to apply the knowledge and skills gained in a course. Conventional tests have an important place in college courses, but cannot take the place of authentic assessments. The table below, drawn from Wiggins, illustrates the differences between typical tests and authentic assessments.
Authentic assessments have several advantages over conventional tests. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for students, and thus more motivating. And finally, they can provide more specific and usable information about what students have succeeded in learning as well as what they have not learned.
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Reflection Question:
What are the potential advantages of authentic assessment over conventional tests? What would be the potential challenges? When would alternative assessment be most appropriate in language teaching?
Create an Update:
Implement the authentic assessment you designed in during the previous weeks. In your update, describe how you evaluated your students and reflect on the results. How well did it work? Were there any surprises? What are the lessons learned?
From this update on, the teachers will explore different types of alternative assessment, compare them to each other, and identify when each is most appropriate to use.
In this particular update, the teachers learn about authentic assessment, and how it differs from traditional or conventional assessment methods. Our goal here is to help the teachers identify when authentic assessment would be an effective evaluation method in a language classroom, which is the focus of the "reflection question" task.
For the update task, the teachers are asked to create, implement an authentic assessment method and reflect on the experience. We understand the logistical constraints the teachers may face when trying to complete this task; therefore, the teachers should be allowed to work in groups (updates should still be individual, however) and ample time should be provided for the completion of this assignment. The original estimate is one week per update. However, the facilitators should be flexible and allow the teachers more time to complete the task, if requested.
Additional Resources:
"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).
The essence of a performance assessment is that students are given the opportunity to do one or more of the following:
Authentic assessment and performance-based assessment are the terms that are often used interchangeably. However, while the description of these two forms of assessment may sound similar, they are not synonymous. Read the following article by C. Meyer that explains the differences between the two.
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Reflection Question:
In language learning, would authentic and performance-based assessment be considered synonymous? Why or why not?
Create an Update:
Find an example of a performance-based assessment for language teaching and evaluate its effectiveness.
As the participants are introduced to various forms of alternative assessment, it is important to make sure they are able to distinguish between each type. This update specifically focuses on the similarities and differences between alternative and performance-based assessment.
Additional Resources:
Portfolio-based assessment relies on a collection of all student work during the course or semester; and represents the student's activities, projects and best pieces of classroom work. The collection should include evidence of student reflection and self-evaluation. The goal is to help students assemble portfolios that illustrate their talents and best represent their capability, and achievement.
The following video demonstrates effective use of classroom technology. "Portfolio Assessment & High Technology" shows students engaged in a variety of portfolio assessment activities including selecting best pieces of classroom work and development
Valenzuela (2002), suggests some thought and planning should take place in the portfolio assessment process. First, teacher and students need to identify the items and work that will go into portfolio contents. Second, the teacher needs to stipulate the evaluation procedures for keeping track of the portfolio contents and for grading the portfolio... Third, the teacher should also plan to hold portfolio conferences with the students, meetings in which students review their work and discuss their progress. The portfolio building process should encourage reflective teaching and learning.
Below are some of the advantages of portfolio-based assessment mentioned by Valenzuela:
But, Valenzuela (2002) also warns of some potential challenges of portfolio-based assessment:
And here are some additional thoughts for reflection:
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Reflection Question:
Have you used any form of portfolio-based assessment in your class before? If so, what was your experience with it? What were the benefits and what were the challenges you encountered?
If you have never used any type of portfolio-based assessment in your classes, reflect on the video and comments presented here and based on your experience, do you see any benefits of building student portfolios as a form of assessment? What do you expect might be some of the challenges you will encounter?
Create an Update:
Over the next month, you should try to incorporate some elements of portfolio building with your students, and then create an update where you describe the results of your experiment. Describe the details and steps you followed? How did it work? What were the results? Any surprises? What was the reaction from the students? What challenges did you encounter?
In this update, teachers begin to work with the concept of portfolio-based assessment. Teachers are encouraged to experiment with the concept and begin working with their students to help them build their portfolios. Teachers will discuss with their peers on the steps and criteria to use in their classrooms; and later share their initial results and challenges encountered.
The following video provides some good information and additional reflection points in the area of using technology for the creation of e-portfolios. Even if not using the same technology components, the video can provide some useful points to consider when creating e-portfolios:
Here are additional resources that can be offered to teachers who may wish to further investigate and learn more about portfolio-base assessment:
What is student-centered student self-assessment? What does it look like in the classroom? Do students and teachers find it useful and effective?
The following video gives a brief introduction (5min) to the notion of Student Self-Assessment and shares the reflections from students and Teachers:
Student Self-Assessment is not about asking students what grade they would give themselves, where each student would give themselves an “A”.
The self-assessment described in the video is about engaging students in a formative process. Students compare their work to clear criteria, and determine how to make improvements.
With self-assessment, students are encouraged to revise their work – students taking charge of the revision process. According to the video, students who engage in self-assessment, learn more and receive better test scores.
The first step in engaging students is self-assessment is the creation of a Rubric with clear criteria and a checklist.
Teachers also need to set aside time and provide opportunities for students to revise and improve their work.
“If you are not at the level you wish to be, then you are not done, yet”
The video offers a nice colored pencil technique for students to highlight different aspects of the rubric and then find evidence of that criteria in their own work, using different colors for each element from the rubric. At first, the instructor can guide the students through the process, until they become familiar with the concepts and the expectations.
With Student self-assessment, it’s no longer exclusively up to the teacher to tell students what to do, or how to improve their work. Students can do that themselves, and in doing so, they become independent learners and begin to take charge of their own learning process.
Teachers are no longer solely responsible for correcting students’ compositions, correcting mistakes and making suggestions for improvement. And students now have a greater involvement and responsibility than simply looking at the grade and putting the paper away without paying attention to all the comments. With Student self-assessment, teachers begin to move away from correcting and grading students work, and find ways to engage the students in the assessment process.
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Reflection Question:
Have you used student self-assessment in your class before? If so, what was your experience with it? What were the benefits and what were the challenges you encountered?
If you have never experimented with student self-assessment, reflect on the video and text presented here and based on your experience, do you think student self-assessment is a valid form of assessment? What challenges do you expect you might face?
Create an Update:
Over the next month, you should try at least one of the ideas presented above, and then create an update where you describe the results of your experiment. How did you set it up? How did it work? What were the results? Any surprises? What was the reaction from the students? What challenges did you encounter?
In this update, teachers are asked to watch the video describing how to incorporate student self-assessment into their practice. After reflecting on the steps and implementation of this type of assessment, teachers are asked to try it in their classrooms and then report back in the form of an update to be shared with the course community.
Student self-assessment involves students in the evaluation process and shifts part of the responsibility from the teacher to the student in evaluating their own work and learning.
Through self-assessment, students can:
Assessment is no longer a single point or event that happens at the end of the course or at the end of a unit, but it becomes a process where students remain involved for the duration of the course and are encouraged to self-reflect and take responsibility for their own learning.
To be successful with student self-assessment, teachers need to set clear expectations for student performance. Teachers need to coach students on the assessment criteria and how to apply them in grading their work.
Student self-assessment can be used in conjunction with peer assessment, where students have to provide feedback on each other's work.
For addtional information on student self-assessment, you may refer to:
In conjunction with student self-assessment, teachers are also encouraged to experiment with peer assessment.
The following video describes how to implement effective peer assessment in the classroom. Teachers and students reflect on their experiences.
The video describes the “Ladder of feedback,” which guides students to provide kind, thoughtful and effective feedback to each other. The steps are:
Peer feedback can also be based on a rubric developed with the students (See updates 10 and 11).
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In the following article, David Kofoed Wind describes how to use peer feedback:
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Reflection Question:
Have you used peer assessment in your class before? If so, what was your experience with it? What were the benefits and what were the challenges you encountered?
If you have never experimented with peer assessment, reflect on the video and text presented here and based on your experience, consider why you might want to incorporate peer assessment in your classroom? What do you expect might be some of the challenges you will encounter?
Create an Update:
Over the next month, you should try to implement some form of peer feedback either in class, or perhaps for homework correction, and then create an update where you describe the results of your experiment. How did you set it up? How did it work? What were the results? Any surprises? What was the reaction from the students? What challenges did you encounter?
In this update, teachers explore how to implement peer feedback into their classes as a form of assessment.
Below are some additional resources that can be shared with teachers who express an interest in this form of assessment and want to learn more about it:
Blogs can be a very effective tool in the foreign language classroom to provide students with an audience for what they have to say; and to create a sense of community and peer to peer dialogue. Blogs can be used as an integral part of the learning process and the work created by the students can be used in the assessment process as well. Student blog posts can be incorporated into their portfolios (discussed in Update 4); and peer-to-peer feedback can be part of the writing process and assessment.
In this update, we will first look at why and how to use blogs in the classroom in general. And if you are not familiar with how to set up a blog, you can follow the instructions on the second video. Finally, we'll look more specifically at using blogs as a form of assessment.
Why use blogs with students
Here is a short video produced by teacher Lindsay Jordan, where she reflects on some of the reasons why she began using blogs to deepen her own learning process and then discusses how teachers can use blogs with their students:
If you are not familiar with how to set up a blog for your students, here is a short video that describes the steps for setting up a blog with Blogger.com:
Blogging for student assessment:
Blogs can be a very effective way to engage students and their peers, by giving students an authentic audience for their work. Students are no longer writing a composition or essay, simply to turn it in to the teacher - they now have to write for the entire class, or even the entire school...
In the following video Alyce McGovern, Senior Lecturer in the School of Social Sciences at UNSW, discusses the impact of using a blog-based assessment task on student engagement
For additional insight and information on the use of blogs as a form of assessment, please refer to this short paper by Dr Emma Salter:
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Reflection Question:
Have you used blogs in your class before? Did you incorporate the blog writing process into the course assessment? If so, what was your experience with it? What were the benefits and what were the challenges you encountered?
If you have never used blogs in your classes, reflect on the videos and text presented here and based on your experience, do you see any benefits to using blogs in language learning? What do you expect might be some of the challenges you will encounter?
Create an Update:
Over the next month, you should try to set up a classroom blog with your students, and then create an update where you describe the results of your experiment. How did you set it up? How did it work? What were the results? Any surprises? What was the reaction from the students? What challenges did you encounter?
In this update, teachers begin to explore the idea of using blogs in their classes; and how to use the blog as an integral part of the assessment process.
For additional information and reference on the topic of blogs as a form of assessment and using blogs in the foreign language classroom, refer to the following material:
In this update, we look at a tool that can be incorporated into the student peer-feedback process. It is called the Tuning Protocol, which is part of the Critical Friends Groups described below. The Tuning Protocol is not intended as a stand-alone assessment tool, but rather as a complement to and as a means of implementing a systematic process for peer-to-peer feedback.
The following video gives a very short overview of the Tuning Protocol, a structured process for giving and receiving feedback to improve a piece of work. The process can be used by teachers to generate feedback from a group of peers on a particular project; or it can also be used with students as a formative assessment tool on a project or piece of work in progress.
The Protocols were developed by the National School Reform Faculty (NSRF); and they can be very useful to use for a variety of situations, like team building, group projects among colleagues, as well as formative assessment for student work.
There are a variety of protocols for specific purposes and different situations.
The Tuning Protocol, described in the video is particularly good for helping the group give feedback in a systematic and productive way; and to help the presenter fine-tune their work.
The protocol includes 3 different roles: the facilitator, who guides the discussion; the presenter, who will receive the feedback; and the audience, who will provide the feedback.
The steps are as follows:
All the NSRF protocols offer a very structured process for discussion, with very clearly defined roles and steps. And in the case of the Tuning Protocol, the presenter remains silent during the feedback step – this prevents the presenter from getting defensive – he/she can focus on listening and reflecting on the ideas and questions suggested by the group. (As a participant, this is a very interesting and challenging thing to do – takes practice)
The NSRF website describes the protocols as:
“… a structured process or set of guidelines to promote meaningful and efficient communication, problem-solving and learning. Protocols give time for active listening and reflection so all voices in the room are heard and honored. The NSRF website includes a comprehensive list of protocols to be used for a wide variety of purposes.”
Here is a detailed description and steps to follow with the Tunint Protocol:
Lo learn more about the NSRF and Critical Friends Groups, you can visit their website: https://www.nsrfharmony.org/
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Reflection Question:
Have you ever used or been part of a Critical Friends Group before? If so, what was your experience with it? What were the benefits and what were the challenges you encountered?
If you don't have any experience with Critical Friends Groups, reflect on the concept presented here and based on your experience, do you see yourself using it in your classroom with your students? Why or why not? Can you anticipate any challenges that your might encounter?
Create an Update:
Over the next month, you should try to conduct the Tuning Protocol as presented above, and then create an update where you describe the results of your experiment. How did you set it up? How did it work? What were the results? Any surprises? What was the reaction from the students? What challenges did you encounter?
Critical Friends
The National School Reform Faculty® organization is a professional development initiative of the Harmony Education Center in Bloomington, Indiana.
The NSRF organization was originally founded in 1994 by the Annenberg Institute for School Reform at Brown University. During the summer of 2000, Critical Friends Group training and the NSRF organization moved to the Harmony Education Center and became self-sustaining.
The National School Reform Faculty® is a specific type of professional learning community (PLC) focused on solving problems and accomplishing goals set by its participants.
The following Self-Guided Tour can help you become familiar with their work and learn more about NSRF:
For more information and to find additional resources and other protocols, please visit their website:
Differentiating Assessment:
As we reach the end of our workshop, we would like to offer some thoughts for reflection. Here teacher Laura Panopoulos, discusses whether we should provide students with choice in assessment formats.
From Differentiated Instruction to Differentiated Assessment:
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Reflection Question:
Have you used Differentiated Assessment in your class before? If so, what was your experience with it? What were the benefits and what were the challenges you encountered?
If you have never experimented with Differentiated Assessment, reflect on the video and text presented here and based on your experience, can you think of how you might implement differentiated assessment in your classroom? What do you expect might be some of the challenges in doing so?
Create an Update:
Over the next month, you should try at least one of the ideas presented above, and then create an update where you describe the results of your experiment. How did you set it up? How did it work? What were the results? Any surprises? What was the reaction from the students? What challenges did you encounter?
What is Differentiated Assessment?
Differentiated assessment is an ongoing process through which teachers gather data before, during,and after instruction from multiple sources to identify learners’ needs and strengths. Students are differentiated in their knowledge and skills. They differ in the ways and speeds at which they process new learning and connect it to prior knowledge and understanding. They also differ in the ways they most effectively demonstrate their progress.
Here are some resources that can be used to refer to teachers who might have different interests in the area of student assessment:
Choose a form of assessment from the updates discussed in the workshop, try it in your class for the next 2 or 3 months and then report back…
The project should follow these steps:
Rubric for Final Project A:
For this project you will create a new speaking assessment program to be implemented in your department. Your project should contain the following elements:
The project should include recommendations for the entire duration of the course; distinguishing the types of assessments needed at different stages of learning (beginning, middle, end).
Rubric for Final Project B:
The project should include recommendations for the entire duration of the course; distinguishing the types of assessments needed at different stages of learning (beginning, middle, end).
Assessing Student Learning. Retrieved from: https://citl.indiana.edu/teaching-resources/assessing-student-learning/
Barley, N. (2018). Alternative Assessment. Retrieved from: https://cgscholar.com/creator/works/79385/versions/159364/export?utf8=%E2%9C%93&output_format=standard
Barley, N. & McCaw, T. (2017). Alternative Assessment with Rubrics. Presentation at DLIFLC Holiday Professional Development Program.
Cosgrove, L. (2013). Portfolios: The Next Wave of Student Assessment? Retrieved from: http://createquity.com/2013/12/portfolios-next-wave-student-assessment/
Estima, S. (2017). Collaborative Work and Blogging for Language Learning. Retrieved from: https://cgscholar.com/community/profiles/user-8317/publications/150769
Koay, J. (2018). What is Peer Feedback? Retrieved from: http://www.edumaxi.com/what-is-peer-feedback/
Lombardi, M. M. (2008). Making the Grade: The Role of Assessment in Authentic Learning. Educause.
McMillan, J. and Hearn, J. (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Retrieved from: https://files.eric.ed.gov/fulltext/EJ815370.pdf
Ney, S. (2017). Blogging as a Method of Assessment. Retrieved from: http://blogs.lse.ac.uk/lti/2017/05/04/blogging-as-a-method-of-assessment/
Reeves, D. (2011). From Differentiated Instruction to Differentiated Assessment. Retrieved from: https://cgscholar.com/creator/works/79780/versions/159608/edit
Sackstein, S. (2017). Peer Feedback in the Classroom. Retrieved from: http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/PeerFeedbackInTheClassroom_Sackstein.pdf
Scholar Publication - Rubric Based Assessment: https://cgscholar.com/community/profiles/user-58694/publications/158086
Smith, A. & Kennett, K. (2017). Recursive Feedback: Evaluative Dimensions of e-Learning. In E-Learning Ecologies: Principles for New Learning and Assessment. Cope, B. and Kalantzis, M. (editors). Routledge: New York.
Using Alternative Assessments. Retrieved from http://ctl.byu.edu/using-alternative-assessments
Valenzuela, J. (2002). Defining Portfolio Assessment. Retrieved from: http://www.unm.edu/~devalenz/handouts/portfolio.html
Wind, D. (2018). Five Ways to Make Peer Feedback Effective in your Classroom. Retrieved from: https://www.edsurge.com/news/2018-02-12-five-ways-to-make-peer-feedback-effective-in-your-classroom.