{"id":680,"date":"2023-04-19T12:46:22","date_gmt":"2023-04-19T04:46:22","guid":{"rendered":"https:\/\/ucreds.utem.edu.my\/support\/v02\/?post_type=docs&#038;p=680"},"modified":"2023-04-19T12:48:04","modified_gmt":"2023-04-19T04:48:04","slug":"assessment-and-alternative-assessment","status":"publish","type":"docs","link":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wedocs\/assessment-and-alternative-assessment\/","title":{"rendered":"Assessment and Alternative Assessment"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"680\" class=\"elementor elementor-680\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-64ba830 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"64ba830\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-f18e468\" data-id=\"f18e468\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-2bc91b8 elementor-widget elementor-widget-text-editor\" data-id=\"2bc91b8\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.10.0 - 09-01-2023 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#818a91;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#818a91;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\"><span style=\"font-weight: bold;\">Conventional assessment&nbsp;<\/span>and an alternative assessment are two different approaches to evaluating student learning.&nbsp;Conventional assessment typically refers to traditional forms of assessment, such as standardized tests, multiple-choice exams, and essays. These assessments are often focused on measuring a student&#8217;s ability to recall information and demonstrate mastery of a particular subject or set of skills.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">Conventional assessments tend to be summative in nature, meaning that they are used to evaluate student performance at the end of a course or unit.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\"><span style=\"font-weight: bold;\">Alternative assessment,<\/span>&nbsp;on the other hand, is a broader category of assessment methods that are designed to provide a more comprehensive picture of what a student knows and can do. Alternative assessments may include performance-based assessments, portfolio assessments, project-based assessments, and self-assessments.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">These assessments often require students to demonstrate their skills and knowledge in real-world scenarios, to reflect on their progress and growth, and to engage in complex and sustained projects that involve collaboration with others. Alternative assessments tend to be formative in nature, meaning that they are used to provide ongoing feedback to students and to guide instructional decisions.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">The main difference between conventional assessment and alternative assessment is the focus on skills and competencies. Conventional assessments tend to focus on measuring a student&#8217;s ability to recall information, while alternative assessments are designed to measure a broader range of skills and competencies, such as critical thinking, creativity, problem-solving, collaboration, and communication.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">Alternative assessments are also more likely to engage students in deeper and more meaningful learning experiences, as they require students to apply their skills and knowledge in real-world scenarios.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\"><span style=\"font-weight: bold;\">Performance-Based Assessment:<\/span>&nbsp;A high school science teacher might ask her students to design and carry out a scientific experiment to investigate a real-world problem. The students would be asked to develop a hypothesis, design an experiment to test the hypothesis, collect and analyze data, and present their findings in a written report and oral presentation. The teacher would assess the students&#8217; ability to design and carry out an experiment, analyze data, draw conclusions, and communicate their findings effectively.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\"><span style=\"font-weight: bold;\">Portfolio Assessment:<\/span>&nbsp;A college writing instructor might ask her students to collect and curate a portfolio of their writing over the course of the semester. The portfolio might include drafts, revisions, and final versions of essays, as well as reflections on the writing process and feedback from peers and the instructor. The instructor would assess the students&#8217; writing skills, as well as their ability to reflect on their own growth and development as writers.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\"><span style=\"font-weight: bold;\">Project-Based Assessment:&nbsp;<\/span>An elementary school social studies teacher might ask her students to work in groups to research and develop a proposal for a community service project. The students would be asked to identify a need in their community, research possible solutions, develop a plan for implementing the project, and present their proposal to a panel of community leaders. The teacher would assess the students&#8217; ability to collaborate with others, conduct research, develop a proposal, and present their ideas effectively.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\"><span style=\"font-weight: bold;\">Self-Assessment:&nbsp;<\/span>A middle school math teacher might ask her students to reflect on their own learning and progress in the course. The students would be asked to identify their strengths and weaknesses in math, set goals for improvement, and develop a plan for achieving their goals. The teacher would assess the students&#8217; ability to reflect on their own learning, set goals, and develop a plan for improvement.<\/p>\n<p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">\n<\/p><p style=\"font-size: 16px; font-style: normal; font-weight: 300;\">Here are some&nbsp;<a href=\"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-content\/uploads\/2023\/04\/assesment-examples.pdf\">examples of assessments<\/a>&nbsp;as explained in this page.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Conventional assessment&nbsp;and an alternative assessment are two different approaches to evaluating student learning.&nbsp;Conventional assessment typically refers to traditional forms of assessment, such as standardized tests, multiple-choice exams, and essays. These assessments are often focused on measuring a student&#8217;s ability to recall information and demonstrate mastery of a particular subject or set of skills. Conventional assessments &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/ucreds.utem.edu.my\/support\/v02\/wedocs\/assessment-and-alternative-assessment\/\"> <span class=\"screen-reader-text\">Assessment and Alternative Assessment<\/span> Read More &raquo;<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-global-header-display":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","footnotes":""},"doc_category":[21],"doc_tag":[],"class_list":["post-680","docs","type-docs","status-publish","hentry","doc_category-instructional-material"],"_links":{"self":[{"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/docs\/680","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/docs"}],"about":[{"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/types\/docs"}],"author":[{"embeddable":true,"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/comments?post=680"}],"version-history":[{"count":7,"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/docs\/680\/revisions"}],"predecessor-version":[{"id":688,"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/docs\/680\/revisions\/688"}],"wp:attachment":[{"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/media?parent=680"}],"wp:term":[{"taxonomy":"doc_category","embeddable":true,"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/doc_category?post=680"},{"taxonomy":"doc_tag","embeddable":true,"href":"https:\/\/ucreds.utem.edu.my\/support\/v02\/wp-json\/wp\/v2\/doc_tag?post=680"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}