Assessment for Learning MOOC’s Updates
Standards-Based and Alternative Practices of Assessment (Admin Update 3)
Standards-based assessment allows the possibility that everyone in a certain level of education or in the same class can succeed. For the underlying principles, see:
Criterion referenced, norm-referenced and self-referenced assessments have fundamentally different logics and social purposes. In the following image from Chapter 10 of our New Learning book, we attempt to characterize the different logics. But what are the different social assumptions?
Comment: What are the social assumptions of each kind of assessment? What are the consequences for learners? For better and/or for worse, in each case?
Make an Update: Find an example of an alternative form of assessment. Describe and analyze it.
for finding a learning and assessment environment that offers learning analytics, one example is the learning management system (LMS) Canvas. Canvas provides instructors with a range of analytics tools that allow them to track student engagement, performance, and participation. It works by collecting data on student interactions within the LMS, such as time spent on tasks, submission of assignments, and participation in discussions. The effects of this can include more targeted interventions for struggling students, improved course design based on student engagement data, and better understanding of overall course effectiveness.
Regarding alternative forms of assessment, an example is project-based assessment. In this approach, students are evaluated based on their completion of a real-world project or task that demonstrates their application of knowledge and skills. This form of assessment allows for more authentic evaluation of student abilities and encourages deeper learning.
Example of Alternative Form of Assessment: Project-Based Assessment
1. Description:
Project assessment is an alternative form of assessment in which students undertake a large project instead of taking traditional tests. The project may involve researching a specific problem, designing and implementing a solution, and then presenting the results to the class or in a written report. Project assessments often require students to work in groups, although they can also be done independently.
2. Implementation Steps:
- Determine Project Topic: Students choose or are assigned a project topic related to a specific aspect of the curriculum.
- Planning: Students create a project implementation plan, including goals, methods, and schedule.
- Research and Implementation: Students conduct research, collect data, and take the necessary steps to complete the project.
- Presenting Results: Students prepare and present the results of the project through means such as reports, presentations, or actual products.
- Feedback and Evaluation: The teacher and/or classmates evaluate the project based on predetermined criteria.
3. Analysis:
+ Advantages:
- Develop Practical Skills: Project assessments help students develop many important skills such as time management, teamwork, problem solving, and creative thinking.
- Deep Learning: Students have the opportunity to delve deeply into a specific topic, helping them better understand and connect theoretical knowledge with practice.
- Highly Interactive: Students often have to interact with many different information sources and stakeholders, which helps them learn how to communicate effectively and collaborate.
- Comprehensive Assessment: Project assessment can provide a more comprehensive view of a student's ability, not just based on test-taking ability.
+ Disadvantages:
- Requires More Time: The project implementation and evaluation process can take more time than traditional forms of evaluation.
- Difficulty in Fair Evaluation: Project evaluation can be subjective and it is difficult to ensure fairness and consistency.
- Pressure on Resources: Project evaluation may require more resources, from research materials to technical support, which can put pressure on students and teachers.
- Teamwork Ability: If the project is carried out in groups, there may be problems with uneven division of work, leading to conflicts or uneven results.
Each type of assessment has its own social assumptions and consequences for learners. Using an appropriate assessment method depends on the educational goals, student characteristics, and learning context. In fact, a combination of different assessment methods can bring the best results, helping to assess more comprehensively and develop students' abilities in a balanced way.
Each type of assessment has its own social assumptions and consequences for learners. Using an appropriate assessment method depends on the educational goals, student characteristics, and learning context. In fact, a combination of different assessment methods can bring the best results, helping to assess more comprehensively and develop students' abilities in a balanced way.
Social assumptions in these three assessments are certainly different. Criterion-referenced is used where students must meet certain criteria. In this type of assessment, it is assumed that all students have equal mental abilities and that they will be able to meet the criteria and move on to further tasks. It should be noted that it is not easy and equal for all students to achieve certain goals.
As consequences for students, I would mention demotivation and a reduced desire to learn, since certain criteria must be met.
In norm-referenced assessment, the problem is that the criteria are determined in such a way that students are compared with each other, which can lead to a bad assessment model, because there is a possibility that all students have fewer opportunities to acquire knowledge than in another class, and during the assessment they receive higher grades than some the second class, which has greater opportunities to acquire knowledge. If such an evaluation criterion is carried out at the level of the entire institution, much better and better results can be obtained. For students, this type of evaluation requires much more effort, since only a small number are in the group of the smartest.
Self-referenced evaluation follows the capabilities of the individual. I would apply this type of evaluation in informal classes, for various courses where the individual determines the pace of learning and decides when to continue learning. In such situations, the individual who enrolls in the course wants to learn because it is his area of interest, so this way of evaluation is very acceptable by society.
Learners may be greatly impacted by the diverse social assumptions that accompany various modes of evaluation. Let us examine several typical forms of assessments:
Conventional Testing (such as True/False, Multiple Choice): Social Assumptions Conventional assessments make the assumption that knowledge can be measured and quantified using standardized questions. Memorization and recall are frequently prioritized over critical analysis or real-world application.
Consequences for Learners: Students could experience pressure to learn material by heart without really comprehending it. This may result in learning at the surface level and inadequate deep understanding. Furthermore, it might be detrimental to students whose cultural origins or learning preferences conflict with the format of the test.
Essays and Written Work: Premises on Society: This type of evaluation makes the assumption that students can express their comprehension and analysis in writing. It emphasizes communication abilities, creativity, and critical thinking. Implications for Students: Essays may harm students who have difficulty expressing themselves in writing or who face language obstacles, even though they can promote critical thinking and a deeper comprehension of the subject matter. Furthermore, grading can be biased and inconsistent due to subjectivity.
Project-Based Evaluations: Social Premises Project-based evaluations make the assumption that practical, real-world work is the best way for students to learn. They place a high importance on originality, teamwork, problem-solving, and the useful application of information.
Implications for Students: Assessments based on projects can promote deeper learning, involvement, and skill improvement. Nevertheless, it can take more time and money to effectively implement and assess them. They might also be detrimental to pupils who don't have access to outside of the classroom resources or assistance.
Portfolio assessment is a different type of evaluation that questions conventional wisdom.
Evaluation of a Portfolio: Students gather a collection of their work throughout time to showcase their accomplishments, learning, and growth in a portfolio assessment. Essays, projects, artwork, reflections, and other items showcasing a variety of abilities and competences can be included in portfolios. Analysis: The emphasis is shifted from discrete exams or assignments to comprehensive proof of learning through portfolio evaluation. It recognizes the variety of students' abilities, backgrounds, and learning preferences. It encourages ownership of learning by letting students evaluate their development and select which assignments to include. But evaluating a portfolio can take a lot of time, for both teachers and students, and it can be difficult to apply the same standards of evaluation to a variety of portfolios.
Learners may be greatly impacted by the diverse social assumptions that accompany various modes of evaluation. Let us examine several typical forms of assessments:
Conventional Testing (such as True/False, Multiple Choice): Social Assumptions Conventional assessments make the assumption that knowledge can be measured and quantified using standardized questions. Memorization and recall are frequently prioritized over critical analysis or real-world application.
Consequences for Learners: Students could experience pressure to learn material by heart without really comprehending it. This may result in learning at the surface level and inadequate deep understanding. Furthermore, it might be detrimental to students whose cultural origins or learning preferences conflict with the format of the test.
Essays and Written Work: Premises on Society: This type of evaluation makes the assumption that students can express their comprehension and analysis in writing. It emphasizes communication abilities, creativity, and critical thinking. Implications for Students: Essays may harm students who have difficulty expressing themselves in writing or who face language obstacles, even though they can promote critical thinking and a deeper comprehension of the subject matter. Furthermore, grading can be biased and inconsistent due to subjectivity.
Project-Based Evaluations: Social Premises Project-based evaluations make the assumption that practical, real-world work is the best way for students to learn. They place a high importance on originality, teamwork, problem-solving, and the useful application of information.
Implications for Students: Assessments based on projects can promote deeper learning, involvement, and skill improvement. Nevertheless, it can take more time and money to effectively implement and assess them. They might also be detrimental to pupils who don't have access to outside of the classroom resources or assistance.
Portfolio assessment is a different type of evaluation that questions conventional wisdom.
Evaluation of a Portfolio: Students gather a collection of their work throughout time to showcase their accomplishments, learning, and growth in a portfolio assessment. Essays, projects, artwork, reflections, and other items showcasing a variety of abilities and competences can be included in portfolios. Analysis: The emphasis is shifted from discrete exams or assignments to comprehensive proof of learning through portfolio evaluation. It recognizes the variety of students' abilities, backgrounds, and learning preferences. It encourages ownership of learning by letting students evaluate their development and select which assignments to include. But evaluating a portfolio can take a lot of time, for both teachers and students, and it can be difficult to apply the same standards of evaluation to a variety of portfolios.
Learners may be greatly impacted by the diverse social assumptions that accompany various modes of evaluation. Let us examine several typical forms of assessments:
Conventional Testing (such as True/False, Multiple Choice): Social Assumptions Conventional assessments make the assumption that knowledge can be measured and quantified using standardized questions. Memorization and recall are frequently prioritized over critical analysis or real-world application.
Consequences for Learners: Students could experience pressure to learn material by heart without really comprehending it. This may result in learning at the surface level and inadequate deep understanding. Furthermore, it might be detrimental to students whose cultural origins or learning preferences conflict with the format of the test.
Essays and Written Work: Premises on Society: This type of evaluation makes the assumption that students can express their comprehension and analysis in writing. It emphasizes communication abilities, creativity, and critical thinking. Implications for Students: Essays may harm students who have difficulty expressing themselves in writing or who face language obstacles, even though they can promote critical thinking and a deeper comprehension of the subject matter. Furthermore, grading can be biased and inconsistent due to subjectivity.
Project-Based Evaluations: Social Premises Project-based evaluations make the assumption that practical, real-world work is the best way for students to learn. They place a high importance on originality, teamwork, problem-solving, and the useful application of information.
Implications for Students: Assessments based on projects can promote deeper learning, involvement, and skill improvement. Nevertheless, it can take more time and money to effectively implement and assess them. They might also be detrimental to pupils who don't have access to outside of the classroom resources or assistance.
Portfolio assessment is a different type of evaluation that questions conventional wisdom.
Evaluation of a Portfolio: Students gather a collection of their work throughout time to showcase their accomplishments, learning, and growth in a portfolio assessment. Essays, projects, artwork, reflections, and other items showcasing a variety of abilities and competences can be included in portfolios. Analysis: The emphasis is shifted from discrete exams or assignments to comprehensive proof of learning through portfolio evaluation. It recognizes the variety of students' abilities, backgrounds, and learning preferences. It encourages ownership of learning by letting students evaluate their development and select which assignments to include. But evaluating a portfolio can take a lot of time, for both teachers and students, and it can be difficult to apply the same standards of evaluation to a variety of portfolios.
Social Assumptions and Consequences of Different Assessments:
Intelligence Testing:
Assumptions: Intelligence tests often assume a universal definition of intelligence based on cognitive abilities. They may prioritize certain skills (e.g., problem-solving, logical reasoning) over others (e.g., emotional intelligence, creativity).
Consequences for Learners:
Positive: Can identify academic potential and guide educational interventions for those with specific cognitive profiles.
Negative: May reinforce stereotypes or biases if tests are culturally biased or fail to account for diverse forms of intelligence.
Knowledge Testing:
Assumptions: Knowledge tests assume that mastery of specific content or skills reflects competence and readiness for roles or tasks.
Consequences for Learners:
Positive: Encourages mastery of subject matter and can serve as a reliable measure of acquired skills or qualifications.
Negative: Can promote rote memorization and discourage critical thinking or application of knowledge in novel contexts.
Example of Alternative Assessment: Project-Based Learning
Description:
Project-based learning (PBL) is an instructional approach where students actively explore real-world challenges and problems. Instead of traditional tests, students demonstrate knowledge and skills through the completion of projects or tasks.
Analysis:
Strengths:
Authentic Learning: Encourages application of knowledge in real-world scenarios, fostering deeper understanding.
Diverse Skills: Develops collaboration, communication, and problem-solving skills beyond academic content.
Personalization: Allows for individualized projects catering to students' interests and strengths.
Weaknesses:
Time-Intensive: Designing and implementing projects may require substantial time and resources.
Assessment Challenges: Grading can be subjective, requiring clear rubrics and criteria to ensure consistency.
Resource Equity: Access to resources and support outside the classroom can impact project outcomes.
Social Assumptions and Consequences:
Project-based learning challenges traditional assessment assumptions by emphasizing holistic skills and competencies beyond standardized testing. It promotes inclusivity by valuing diverse talents and backgrounds. However, its effectiveness can vary based on resources and support available to students, potentially exacerbating disparities in education.
In conclusion, alternative forms of assessment like project-based learning offer opportunities to address the limitations and biases associated with traditional intelligence and knowledge testing. By prioritizing real-world application and holistic skill development, these approaches can better prepare learners for success in diverse contexts. However, careful consideration of resources, equity, and assessment frameworks is essential to ensure meaningful and equitable learning experiences.
Alternative assessment encompasses a wide range of evaluation methods that differ from traditional standardized tests. Here's an example of alternative assessment that I used in my work with lower grades in elementary school:
Project Assignment: Students were tasked with exploring the Labor Day holiday celebrated in our region. Each of them chose to express themselves in a different way. They all had to use computers and create a poster, presentation, video, or something similar. Their final product could be a written report, presentation, artwork, and so on. All students enthusiastically participated in the project and achieved very good results. We presented all the works at an event held in our town.@Gabrijela Jakovac,