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Alternative Assessment Techniques Sanjaya Mishra
What is Assessment? ,[object Object]
What is Assessment? ,[object Object],[object Object]
What is Assessment? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Assessment? ,[object Object],[object Object],[object Object],[object Object],[object Object]
What is Assessment? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Problems in Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Trends in Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Qualities of Good Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Alternative Assessment Techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Peer-Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Peer-Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Portfolios ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Portfolios ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reflective Journaling ,[object Object],[object Object],[object Object],[object Object]
Reflective Journaling ,[object Object],[object Object],[object Object],(Source:  Mishra and Panda, 2007)
Assessment Tools ,[object Object],(Source:  Morgan & O'Reilly, 1999) High distinction (85-100) Consistently high level synthesis of ideas and argument; original and thought-provoking ideas; evidence of systematic and creative use of sources, extremely pleasing prose Distinction (75-84) Understand and systematically compares theories and concepts; evidence of wide use of sources, makes critical comment, sustained argument, stylish composition. Credit (65-74) Concepts and theory well applied, some useful insights, reasonable use of sources, reasonable argument, although could be improved. Pass (50-64) Readable; descriptive rather than analytical, a limited use of sources, seeks to address major issues; acceptable although major improvements possible. Fail (below 50) No significant grasp of concepts, irrelevant material included, incomplete, unreadable, misunderstands the topic, little evidence of significant efforts.
Assessment Tools ,[object Object],SOLO Level Description Example of verbs associated Pre-structural The task itself is not attacked in an appropriate way.  The student has not understood the point. Missed point Uni-structural One relevant aspect of task is picked up and there is no relationship between facts or ideas.  Understanding is nominal. Identify, Do simple procedure. Multi-structural Several (two or more) independent aspects are picked up or understood serially but are not interrelated. Enumerate, Describe, List, Combine, Do algorithms  Relational Relevant aspects are integrated into an overall coherent structure. Compare, Contrast, Explain causes, Analyse, Relate, Apply. Extended abstract The coherent whole is generalised or re-conceptualised to a higher level of abstraction. Theorize, Generalize, Hypothesize, Reflect.
Assessment Tools ,[object Object],[object Object],[object Object],[object Object]
Assessment Tools ,[object Object],( Source : Mertler, 2001 ) Score Description 5 Demonstrate complete understanding of the problem. All requirements of task are include in response 4 Demonstrates considerable understanding of the problem. All requirements of task are included 3 Demonstrates partial understanding of the problem. Most requirements of task are included 2 Demonstrates little understanding of the problem. Many  requirements of task are included 1 Demonstrates no understanding of the problem 0 No response/ task not attempted
Assessment Tools ,[object Object],( Source : Mertler, 2001 ) Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Criteria #1 Criteria #2 Criteria #3 Criteria #4
Designing Scoring Rubrics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implementing Alternative Assessment Techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implementing Alternative Assessment Techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Certainly knowledge and skill is not the problem....
Thank You... Your comments and questions are welcome...

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