ALTERNATIVE ASSESSMENT

Alternative assessments, also referred to as performance tests or authentic assessments,

are used to determine what students can and cannot do, in contrast to what they do or do not
know. In other words, an alternative assessment measures applied proficiency more than it
measures knowledge. It requires performance of activities which necessitate some type of
rubrics.

Alternative Assessments include authentic assessment, performance-based assessment, portfolios,

exhibitions, demonstrations, journals, and other forms of assessment that require the active
construction of meaning rather than the passive regurgitation of isolated facts. Theses assessments
engage students in learning and require thinking skills, and thus they are consistent with cognitive
theories of learning and motivation as well as societal needs to prepare students for an increasingly
complex workplace. It also recognizes that knowledge and skills should not be assessed in isolation.
Rather, it is necessary to assess the application and the use of knowledge and skills together.

Authentic instruction and assessment focus on knowledge, thinking, and skills exhibited in real-life
settings outside school that produce the student’s best, rather than typical, performance. To
accomplish this, students need multiple “authentic” opportunities to demonstrate their knowledge and
skills and continuous feedback.

Authentic Instruction and Assessment emphasize:

 Students are assessed on what was taught and practical in ways that are consistent with
assessment methods.
 The focus is on solving problems and accomplishing tasks like those done by professionals in the
field.
 Standards or criteria for success are public, shared with the students.
 Assessment occurs over time to provide meaningful feedback so students can improve.
 Learning and assessment contexts are similar to “real life”.
Recent Trends in Classroom Assessment

From To
Sole emphasis on outcomes Assessing of process
Isolated skills Integrated skills
Isolated facts Application of knowledge
Paper-and-pencil tasks Authentic tasks
Decontextualized tasks Contextualized tasks
A single correct answer Many correct answers
Secret standards Public standards
Secret criteria Public criteria
Individuals Groups
After instruction During instruction
Little feedback Considerable feedback
“Objective tests Performance-based tests
Standardized tests Informal tests
External evaluation Student self-evaluation
Single assessments Multiple assessments
Sporadic Continual
Conclusive Recursive
Specific Areas of Assessment Knowledge or Skills that a Teacher Should Possess to Perform
Assessment Roles and Responsibilities

1. Choosing assessment methods appropriate for instructional decisions

2. Developing assessment methods appropriate for instructional decisions
3. Administering, scoring, and interpreting the results of both externally produced and teacher-
produced assessment methods
4. Using assessment results when making decisions about individual students, planning teaching,
developing curriculum, and making recommendations for school improvement
5. Developing valid pupil grading procedures
6. Communicating assessment results to students, parents, and other educators
7. Recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of
assessment information

The essence of a performance assessment is that students are given the opportunity to do one or
more of the following:
 Demonstrate their ability
 Perform a meaningful task
 Receive feedback by a qualified person in terms of relevant and defensible criteria

Common Characteristics of Alternative Assessments

 Ask students to perform, create, produce, or do something,
 Tap higher-level thinking and problem-solving skills,
 Use tasks that represent meaningful instructional activities,
 Invoke real-world applications,
 People, not machines, do the scoring, using human judgment,
 Require new instructional and assessment roles for teachers.

In short, the purpose for using alternative assessments is to assess students’ proficiency in performing
complex tasks that are directly associated with learning outcomes.

Advantages of Alternative Assessments

 They provide a means of assessing valued skills that cannot be directly assessed with traditional
tests.
 They provide a more realistic setting for student performance than traditional tests.
 They focus on student performance and the quality of work performance by students.

 They can be easily aligned with established learning outcomes.

Disadvantages of Alternative Assessments

 Process can be costly in terms of time, effort, equipment, materials, facilities, or funds.

 Rating process is sometimes more subjective than traditional examinations.

Guidelines for Constructing Alternative Assessments

1. Define the instructional outcome you want to assess clearly and unambiguously as possible in
terms of both subject-matter content and the set of skills or operations that a skillful performer
would exhibit.

 Example: Students will perform five types of Cha Cha steps in correct dance position
without error.

2. 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.

 Students would have a difficult time demonstrating dance steps on paper.

3. Create tasks to elicit evidence of the student’s ability to perform the targeted skill.

 Task: Set aside a block of classroom time for students to dance with a partner, two or
three couples at a time. Allow students to dance for at least 2 minutes so they have time
to demonstrate all the steps they know. Students should have sufficient time to practice
the steps before they are assessed.

4. Decide what kinds of teacher guidance can be used while still allowing students the freedom to
learn and do it their own way.

 Students may do the steps in whatever order they would like. Teacher may put the names
of the different steps on the board to help students remember them if needed.

5. Try out the assessment and make revisions as necessary.

 Revisions could include giving more detailed instructions and expectations to the
students or inviting an assistant to write down dictated comments while the teacher keeps
his/her attention on the dancers.

Traditional Assessments Authentic Assessments

Refer to conventional methods of testing, usually Refer to assessments wherein students are asked
standardized and use pen and paper with to perform real-world tasks that demonstrate
multiple-choice, true or false or matching type meaningful application of what have learned.
test items.
 Purpose  Purpose
To evaluate if students have learned the content; To measure students’ proficiency by asking them
to determine whether or not the students are to perform real life-tasks; to provide students
successful in acquiring knowledge; to ascribe a many avenues to learn and demonstrate best
grade for them; to rank and compare them what they have learned; to guide instruction; to
against standards or other learners. provide feedback and help students manage their
own learning; to also evaluate students’
 competency.
- Provide teachers with a snapshot of what
the students know -Provide teachers a more complete picture of
- Measures students’ knowledge of the what the students know and what they can do
content. with what they know.
- Measures students’ ability to apply knowledge
of the content in real life situations; ability to
use/apply what they have learned in meaningful
- Require students to demonstrate ways.
knowledge by selecting a response/giving - Require students to demonstrate proficiency by
correct answers; usually test students’ performing relevant tasks showing application of
proficiency through paper and pencil what has been learned.
tests.
- Students are asked to choose an answer
from a set of questions (True or False; -Provide direct evidence of learning/competency;
Multiple Choice) to test knowledge of direct demonstration of knowledge and skills by
what has been taught. performing relevant tasks.
- Provide indirect evidence of learning.
- Require students to practice cognitive -Provide opportunities for students to construct
ability to recall/recognize/reconstruct meaning/new knowledge out of what has been
body of knowledge that has been taught. taught.
- Test and strengthen the students’ ability
to recall/recognize and comprehend -Test and strengthen the students’ ability to
content but does not reveal the students’ reason and analyze, synthesize, and apply
true progress of what they can do with knowledge acquired; Students’ higher level of
the knowledge they acquired. Only the cognitive skills (from knowledge and
students’ lower level of thinking skills, comprehension to analysis, synthesis,
(knowledge and comprehension), are application, and evaluation) are tapped in
tapped. multiple ways.
- Hide the test.
- Teachers serve as evaluators and -Teach the test.
students as the evaluates; teacher -Involve and engage the students in the teaching,
structured. learning and assessment process: student
structured.
- Assessment is separated from teaching -Assessment is integrated with instruction.
and learning. Test usually after
instruction to evaluate if

   
 What is Authentic Assessment?

Definitions

What Does Authentic Assessment Look Like?

How is Authentic Assessment Similar to/Different from

      Traditional Assessment?

 Traditional Assessment
 Authentic Assessment
 Authentic Assessment Complements Traditional Assessment
 Defining Attributes of Authentic and Traditional Assessment
 Teaching to the Test

Alternative Names for Authentic Assessment

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).

"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). 

What does Authentic Assessment look like?

An authentic assessment usually includes a task for students to perform and a rubric by which
their performance on the task will be evaluated. Click the following links to see many examples
of authentic tasks and rubrics.

 Examples from teachers in my Authentic Assessment course 

How is Authentic Assessment similar to/different from Traditional

Assessment?

The following comparison is somewhat simplistic, but I hope it illuminates the different
assumptions of the two approaches to assessment.
Traditional Assessment By "traditional assessment" (TA) refers to the forced-choice measures
of multiple-choice tests, short answer, 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.

Behind traditional and authentic assessments is a belief that the primary mission of schools is to
help develop productive citizens.  That is the essence of most mission statements I have read. 
From this common beginning, the two perspectives on assessment diverge.  Essentially, TA is
grounded in educational philosophy that adopts the following reasoning and practice:

1. A school's mission is to develop productive citizens.

2. To be a productive citizen an individual must possess a certain body of knowledge and skills.
3. Therefore, schools must teach this body of knowledge and skills.
4. To determine if it is successful, the school must then test students to see if they acquired the
knowledge and skills.

In the TA model, the curriculum drives assessment.   "The" body of knowledge is determined
first.  That knowledge becomes the curriculum that is delivered.  Subsequently, the assessments
are developed and administered to determine if acquisition of the curriculum occurred.

Authentic Assessment

In contrast, authentic assessment (AA) springs from the following reasoning and practice:

1. A school's mission is to develop productive citizens.

2. To be a productive citizen, an individual must be capable of performing meaningful tasks in
the real world.
3. Therefore, schools must help students become proficient at performing the tasks they will
encounter when they graduate.
4. To determine if it is successful, the school must then ask students to perform meaningful tasks
that replicate real world challenges to see if they are capable of doing so.

Thus, in AA, assessment drives the curriculum.  That is, teachers first determine the tasks that
students will perform to demonstrate their mastery, and then a curriculum is developed that will
enable students to perform those tasks well, which would include the acquisition of essential
knowledge and skills.  This has been referred to as planning backwards (e.g., McDonald,
1992).

If I were a golf instructor and I taught the skills required to perform well, I would not assess my
students' performance by giving them a multiple-choice test.  I would put them out on the golf
course and ask them to perform.  Although this is obvious with athletic skills, it is also true for
academic subjects.  We can teach students how to do math, do history and do science, not
just know  them.  Then, to assess what our students had learned, we can ask students to perform
tasks that "replicate the challenges" faced by those using mathematics, doing history or
conducting scientific investigation.
Authentic Assessment Complements Traditional Assessment

But a teacher does not have to choose between AA and TA. It is likely that some mix of the two
will best meet your needs. To use a silly example, if I had to choose a chauffeur from between
someone who passed the driving portion of the driver's license test but failed the written portion
or someone who failed the driving portion and passed the written portion, I would choose the
driver who most directly demonstrated the ability to drive, that is, the one who passed the driving
portion of the test. However, I would prefer a driver who passed both portions. I would feel more
comfortable knowing that my chauffeur had a good knowledge base about driving (which might
best be assessed in a traditional manner) and was able to apply that knowledge in a real context
(which could be demonstrated through an authentic assessment).

Defining Attributes of Traditional and Authentic Assessment

Another way that AA is commonly distinguished from TA is in terms of its defining attributes.
Of course, TA's as well as AA's vary considerably in the forms they take. But, typically, along
the continuums of attributes listed below, TA's fall more towards the left end of each continuum
and AA's fall more towards the right end.

Traditional --------------------------------------------- Authentic

Selecting a Response ------------------------------------ Performing a Task

Contrived --------------------------------------------------------------- Real-life

Recall/Recognition ------------------------------- Construction/Application

Teacher-structured ------------------------------------- Student-structured

Indirect Evidence -------------------------------------------- Direct Evidence 

Let me clarify the attributes by elaborating on each in the context of traditional and authentic
assessments:

Selecting a Response to Performing a Task: On traditional assessments, students are typically

given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked
to select the right answer. In contrast, authentic assessments ask students to demonstrate
understanding by performing a more complex task usually representative of more meaningful
application.

Contrived to Real-life: It is not very often in life outside of school that we are asked to select
from four alternatives to indicate our proficiency at something. Tests offer these contrived means
of assessment to increase the number of times you can be asked to demonstrate proficiency in a
short period of time. More commonly in life, as in authentic assessments, we are asked to
demonstrate proficiency by doing something.
Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-designed
traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students
have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice
complement to authentic assessments in a teacher's assessment portfolio. Furthermore,
we are often asked to recall or recognize facts and ideas and propositions in life, so tests are
somewhat authentic in that sense. However, the demonstration of recall and recognition on tests
is typically much less revealing about what we really know and can do than when we are asked
to construct a product or performance out of facts, ideas and propositions. Authentic assessments
often ask students to analyze, synthesize and apply what they have learned in a substantial
manner, and students create new meaning in the process as well.

Teacher-structured to Student-structured: When completing a traditional assessment, what a

student can and will demonstrate has been carefully structured by the person(s) who developed
the test. A student's attention will understandably be focused on and limited to what is on the
test. In contrast, authentic assessments allow more student choice and construction in
determining what is presented as evidence of proficiency. Even when students cannot choose
their own topics or formats, there are usually multiple acceptable routes towards constructing a
product or performance. Obviously, assessments more carefully controlled by the teachers offer
advantages and disadvantages. Similarly, more student-structured tasks have strengths and
weaknesses that must be considered when choosing and designing an assessment.

Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student to

analyze or apply facts to a new situation rather than just recall the facts, and the student selects
the correct answer, what do you now know about that student? Did that student get lucky and
pick the right answer? What thinking led the student to pick that answer? We really do not know.
At best, we can make some inferences about what that student might know and might be able to
do with that knowledge. The evidence is very indirect, particularly for claims of meaningful
application in complex, real-world situations. Authentic assessments, on the other hand, offer
more direct evidence of application and construction of knowledge. As in the golf example
above, putting a golf student on the golf course to play provides much more direct evidence of
proficiency than giving the student a written test. Can a student effectively critique the
arguments someone else has presented (an important skill often required in the real world)?
Asking a student to write a critique should provide more direct evidence of that skill than asking
the student a series of multiple-choice, analytical questions about a passage, although both
assessments may be useful.

Teaching to the Test

These two different approaches to assessment also offer different advice about teaching to the
test.  Under the TA model, teachers have been discouraged from teaching to the test.  That is
because a test usually assesses a sample of students' knowledge and understanding and assumes
that students' performance on the sample is representative of their knowledge of all the relevant
material.  If teachers focus primarily on the sample to be tested during instruction, then good
performance on that sample does not necessarily reflect knowledge of all the material.   So,
teachers hide the test so that the sample is not known beforehand, and teachers are admonished
not to teach to the test.
With AA, teachers are encouraged  to teach to the test.  Students need to learn how to perform
well on meaningful tasks.  To aid students in that process, it is helpful to show them models of
good (and not so good) performance.  Furthermore, the student benefits from seeing the task
rubric ahead of time as well.  Is this "cheating"?  Will students then just be able to mimic the
work of others without truly understanding what they are doing?  Authentic assessments
typically do not lend themselves to mimicry.  There is not one correct answer to copy.  So, by
knowing what good performance looks like, and by knowing what specific characteristics make
up good performance, students can better develop the skills and understanding necessary to
perform well on these tasks. (For further discussion of teaching to the test, see Bushweller.)

Alternative Names for Authentic Assessment

You can also learn something about what AA is by looking at the other common names for this
form of assessment. For example, AA is sometimes referred to as

 Performance Assessment (or Performance-based) -- so-called because students are

asked to perform meaningful tasks. This is the other most common term for this type of
assessment. Some educators distinguish performance assessment from AA by defining
performance assessment as performance-based as Stiggins has above but with no
reference to the authentic nature of the task (e.g., Meyer, 1992). For these educators,
authentic assessments are performance assessments using real-world or authentic tasks or
contexts. Since we should not typically ask students to perform work that is not authentic
in nature, I choose to treat these two terms synonymously.
 Alternative Assessment -- so-called because AA is an alternative to traditional
assessments.
 Direct Assessment -- so-called because AA provides more direct evidence of meaningful
application of knowledge and skills. If a student does well on a multiple-choice test we
might infer indirectly that the student could apply that knowledge in real-world contexts,
but we would be more comfortable making that inference from a direct demonstration of
that application such as in the golfing example above.

 
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Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Comments, questions or
suggestions about this website should be sent to the author, Jon Mueller, at [email protected].