Alternative assessments are wide ranging and often include: project-based assignments, problem-based assignments, presentations, reportsreflective pieces, concept maps, critical analyses, case-based scenarios, portfolios.

Alternative assesments

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This video describes what alternative assessment is: https://study.com/academy/lesson/video/alternative-assessment-definition-examples.html

You can ask students to build out a portfolio that demonstrates their knowledge of what has been taught in a class or training. A portfolio is a collection of the different tasks a student has executed in the course of the class or training. If you’re handling learners in beginner classes, you can ask them to create a paper portfolio using a notebook; for advanced learners, an online portfolio is the best bet.

Portfolio is a type of alternative assessments which had been used largely in which students produced a set of writing. Portfolio, in fact, had been used to underline and represent the authenticity of assessment, students’ critical thinking skills, self-evaluated assessment which encouraged flexibility and challenges..

The purpose of developing portfolio assessment was to acknowledge students understanding throughout a course or a lesson. Portfolio has several impacts to teachers, students, educators, and educational institutions. Students have more time to study outside classroom, are independent and responsible, and demonstrate higher thinking order and problem solving.

Teachers comments and suggestions contained positive and negative feedbacks related to students academic performance. While feedbacks aim at improving students performance, they also reflect how well students absorb the knowledge during teaching learning process.

Reliability and validity are the weaknesses of portfolio assessment. Portfolio is not multiple choices, gap filling, and true false questions, therefore, it is difficult to measure its reliability. Shortly, portfolio is lack of reliability as the test items are not able to be assessed through a pilot study. Furthermore, evaluation process may be subjective and the result is not presented by scores but rating scale. Thus, portfolio was also lack of validity since it did not have well-established grading system. Nevertheless, students’ works would be evaluated analytically by teachers and they would see if students had put their works in chronological order. An analytical evaluation meant teachers would read students written tasks and locate what kind of cognitive strategies they used for completing and interpreting each task. Finally, rating scale will be given whether students’ tasks are excellent, very good, good, poor and very poor. Although portfolio did not specifically provide either numerical test scores or letter grades, it used holistic scale in order to evaluate students’ writing .

Reference: https://espace.library.uq.edu.au/data/UQ_134406b/UQ134406b.pdf