Traditional vs Alternative Assessments Activity 1 DEFENSE LANGUAGE - - PowerPoint PPT Presentation

Traditional vs Alternative Assessments

Activity 1

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Traditional Assessment

• Selected-response
• Multiple-choice test*
• True/False test*
• Matching type test*
• Constructed-response
• Short-answer test*
• Fill-in the Blanks*
• Personal-response
• Essays*
• FLO tests
• Summarization
• Transcription
• Translation

*Brown, TESOL 1998

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Alternative Assessment

• Self-Assessment*
• Portfolios and Diaries*
• Video and Peer Observations*
• Peer Assessment*
• Performance-Based (projects, exhibitions,

role-playing, experiments, and demonstrations)**

• Journals and Learning Logs**
• Teacher’s Observations**
• Checklist**

*van Daalen, 1999 **NC State Dept of Public Instruction, 1999

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Alternative Assessment

Efforts that do not adhere to traditional criteria

• f

standardization, efficiency, cost-effectiveness, objectivity, and machine scorability (Garcia & Pearson 1994) Blanket term that covers any number

• f

alternatives to standardized tests (Assessment, Articulation and Accountability 1999), (Al-Mahrooqi and Denman TESOL 2008) Procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the educational setting (Brown 1998) A way to gauge student learning other than formal testing. Also referred to as classroom-based, qualitative, informal,

• r

performance assessment (Janisch, Liu, and Akrofi 2007)

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Rationale???

• Why and when do we use alternative

assessment in classroom teaching?

• Does alternative assessment have an

advantage of over traditional assessment in language setting?

Activity 2

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Implementing AA in Tagalog Branch

• 1. Students are given the opportunity to do one or

more of the following:

• Demonstrate their second language ability
• Perform a meaningful task
• Receive feedback from an instructor in terms of

relevant and defensible criteria (Rubrics)

• 2. Assess students’ proficiency in performing complex

tasks that are directly associated with learning

• utcomes.

http://ctl.byu.edu/using-alternative-assessments

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Framework

Formulation

• f

Research Question Collection

• f

Reading and Listening Passages Translation and Transcription

• f

Passages Oral Presentation Answer/s to Research Question Summary And Reaction Paper

Implementing AA in Tagalog Branch

• One evaluator will be assigned per student
• Evaluator will assess student’s turn-in based on rubrics except for research question and Oral

presentation (Teaching Team)

• Schedule of turn-in will be posted in weekly schedule of instruction
• All submissions must be uploaded to SAKAI except when directed
• Failure to submit on due date will receive no points for that submission

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Advantages of Alternative Assessment

• provides means of assessing valued skills that cannot be

directly assessed with traditional tests.

• provides more realistic setting for student performance

than traditional tests.

• focuses on students’ performance and the quality of

work performed by students.

• can be easily aligned with established learning
• utcomes.

http://ctl.byu.edu/using-alternative-assessments

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Obstacles

• Standardization (Gottlieb, 1995)
• Validity and Reliability (Huarta-Marcias, 1995)
• Workload for Instructors
• Teaching vs Guiding
• Topic and material driven
• One size fits all assessment
• Weak students
• Scheduling and Instructions

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Opportunities

• Student interest coupled with HOTS (Dikli, 2003)
• Positive washback
• Reflective knowledge (Nunan 1996)
• Authenticity/measures language directly with

job-related application (Doyle, 1991)

• Teacher-Student partners in developing shared

knowledge (Van Lier, 1997)

• Provides diagnostic evaluation
• Builds confidence in dealing with authentic texts

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Conclusion

• Alternative assessment as part of leaning activity,

less than is “lost” to examinations (NC State Dept of Public Instruction, 1999)

• Alternative assessment is tied to curriculum practices

and job-related work of student

• Allowed students to become experts in specific

topics

• Diagnose students ability to do complex tasks
• Complementary/reinforces traditional unit tests

(Worley, 2002) (highly recommended)

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Resources

Al-Mahrooji, R. I. and Denman, C.J. Alternative Assessment. In J. Liontas (Ed.) TESOL Encyclopedia of English Language Teaching, 2018 Alternative Assessment Principles accessed in http://ctl.byu.edu/using-alternative-assessments Brown, D. H. Language Assessment: Principles and Classroom Practices. 1998 Daalen, D. Test Usefulness in Alternative Assessment. In L Woytak (Ed.), Dialog on Language Instructions Col 13(1&2). 1999. Dikli, S. Assessment at a Distance: Traditional vs Alternative Assessments. In TOJET Vol 2 (3). 2003.

• Estrin. E.T. Alternative Assessment: Issues in Language , Culture, and Equity, accessed in

http://webapp1.dlib.indiana.edu/virtual_disk_library/index.cgi/4273355/FID840/eqtyres/erg/104176/4176.htm Doye, P. Authenticity in foreign language testing. In S. Anivan (Ed.), Current developments in language testing. Anthology series 25. 1991. Garcia, G. E., and P. D. Pearson. Assessment and Diversity, In L. Darling-Hammond (Ed.) . Review of Research in

• Education. 1994.

Gottlieb, M. Nurturing student learning through portfolios. TESOL Journal. 1995 Huerta-Marcias, A. Alternative assessment: Responses to commonly asked questions. TESOL Journal. 1995 Janish, C., Liu, X., and Akrofi, A. Alternative Assessment: Opportunities and Obstacles. In The Educational Forum Vol

• 71. 2007

NC State Department of Public Instructions, Raleigh Division of Languages. Assessment, Articulation, and Accountability: A Foreign Language Project. Chapter 3. 1995. Nunan, D. Learner strategy training in the classroom: An action research study. TESOL Journal. 1996. Worley, M.T. Alternative Assessment: Methods to Make Learning More Meaningful. 2002 Van Lier, L. Inside the classroom: Learning processes and teaching procedures. Applied Language Learning, 2(1), 1991.

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Alternative Assessment

• Any questions?
• Thank you for your participation.

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Formulation

• f

Research Question

Framework

https://study.com/academy/lesson/writing-research-questions-purpose-examples.html

• A research question is an answerable inquiry into a

specific concern or issue. It is the initial step in a research project.

• The 'initial step' means after you have an idea of what you

want to study, therefore, the research question is the first active step in the research project.

• Parameters in formulating a research question
• Specify your specific concern or issue
• Decide what you want to know about the specific

concern or issue

• Turn what you want to know and the specific concern

into a question

• Ensure that the question is answerable
• Check to make sure the question is not too broad or

too narrow

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Formulation

• f

Research Question

Framework

https://study.com/academy/lesson/writing-research-questions-purpose-examples.html

Example of a research question

• Scope of study: Correlation between television and

violence

• Research question: Do all violent people watch

more violent television, and do all non-violent people watch more non-violent television

• Hypothesis: Most violent people watch more violent

television and most non-violent people watch more non-violent television

• Sampling of Resources:
• Can

I find reading and listening materials relevant to my topic?

• Are these reading and listening materials level

appropriate?

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Formulation

• f

Research Question

Framework

• Scope of Study: Research question can be one or

combination of following FLO Topics (Military, Security, Geography, Culture and Society, Economy, and Politics) Develop a research question that you are interested about or you care to know more about.

• Consult

your instructors, classmates, former Tagalog students, etc.

• Prepare at least 3 research questions for review of
• evaluator. Teaching Team will notify you of your

assigned research question

• Upload to SAKAI for grading (rubrics for research

question)

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Formulation

• f

Research Question Collection

• f

Reading and Listening Passages

FRAMEWORK

• Reading Passage Requirements:
• Authentic

material (quality

• f

source)

• Appropriate level
• Between 60 – 300 words
• Lexical style
• Relevance/Content of passage
• Background knowledge
• Prepare at least 3 but no more

than 5 reading passages

• Upload

to SAKAI for grading (rubrics for collection of reading passages)

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Formulation

• f

Research Question Collection

• f

Reading and Listening Passages

FRAMEWORK

• Listening Passage Requirements:
• Authentic

material (quality

• f

source)

• Appropriate level
• Between 60 – 130 seconds
• Lexical style
• Relevance/Content of passage
• Background knowledge
• Prepare at least 2 but no more

than 3 listening passages

• Upload

to SAKAI for grading (rubrics for collection of listening passages)

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Formulation

• f

Research Question Collection

• f

Reading and Listening Passages Translation and Transcriptio n of Passages

Framework

• Reading passages

will be translated (not verbatim but key ideas)

• Listening

passages will be transcribed (accuracy is

• bjective)
• Upload to SAKAI

for grading (rubrics for translation and transcription)

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Translation and Transcription

• f

Passages

Framework

• Upon

completion

• f

translation and transcription, a Tagalog Summary is required for reading passages and an English summary is required for listening

• passages. Focus of summarization is as

follows:

• Key / Peripheral /Extraneous information
• Relevance
• f

key points to research question

• Serviceable rendition (using appropriate

Standard English writing convention)

• Key points are arranged in logical order
• Upload to SAKAI for grading (rubrics for

summarization)

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Formulation

• f

Research Question Collection

• f

Reading and Listening Passages Translation and Transcription

• f

Passages Oral Presentation / Answer/s to Research Question

Framework

• Opportunity to answer research question
• Prove hypothesis is correct or needs restating
• Show all research output

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Oral Presentation Answer/s to Research Question

Framework

• Oral Presentation Mechanics:
• No less than 10 minutes but no more than

15 minutes

• Explain

research question and show answers

• Presentation is organized and cohesive
• Uses visual aids
• Presentation is in target language only
• Linguistics

Mechanics: Lexical, Fluency, Structure, Pronunciation

• Upload presentation to SAKAI

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Framework

Formulation

• f

Research Question Collection

• f

Reading and Listening Passages Translation and Transcriptio n of Passages Oral Presentation Answer/s to Research Question Summary And Reaction Paper

• Required to write an English summary for each

presentation

• Required to respond/react in Tagalog for each presentation.

Reaction paper should be no less than 50 words each presentation

• Upload summary and reaction paper to SAKAI

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Rubric Scales

Parameter s Poor

1 point

Fair

2 points

Good

3 points

Excellent

4 points Scale Not meeting standard Barely meeting standard Standard Exceeding standard Parameter 1 Description Description Description Description Parameter 2 Description Description Description Description

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Assessment Grading

Percentile points per task

Task Reading Listening Speaking Research Question 20 % 20 % Collection of Passages 30 % 30 % Translation 30 % Transcription 30 % Summary 20 % 20 % Oral Presentation 100 % Total Score 100 % 100 % 100 % Summary Paper FLO Listening 100 % Reaction Paper FLO Reading 100%

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Students Feedback

• AA tightened my organization and focus
• Accurately summarize reading and listening passages with most of the information
• The oral presentation made me think critically because I had to sort through the

information and pick what and how to use it.

• The summarization helped me realized just what was important/pertinent and

made me think how it was related to my topic.

• I can take a broad topic and narrow it down to a specific idea.
• While researching in the target language, I can now find higher level passages
• I am more confident in my ability to translate TL materials to English
• I can accurately talk about a complex issue, develop and support a hypothesis
• I was able to effectively communicate the solution or answer to my (research)

question by organizing the materials.

• I feel re-acquainted with creating a manageable research question.
• I am more comfortably transcribing seemingly difficult passages.

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Students Feedback

• I spent hours translating and transcribing
• I learned a lot about how Police operate alongside the military
• I can understand (developing) research questions, because I was never in college

and never did a research paper

• I think my skills showed a lot better than I expected because I was able to find new

and different information in every article I read instead of the same thing over and

• ver again
• Think of subjects I am curious about
• I can find passages well enough to find exactly what I need
• Understand well enough my capabilities when it comes to transcription
• Find relevant information with the goal of connecting it all by the end of the

project

• Understand which parts (of the passages) are relevant to my project and make

more efficient use of good materials.

• My sorting skills improved because I figured out which pieces of information to use.