Alternative Assessments for Accelerative Learning Classes.Report as inadecuate




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With the advent of accelerative learning changing the teaching paradigm, it is important to establish more effective ways of evaluating and assessing learning competencies. Alternative assessments are necessary because: (1) all learning needs to be placed into the larger context of the real world; (2) the ultimate purpose of education is for the learners to be productive contributing members of society; and (3) assessments are not tricks, hurdles, or a mere spitting-out of memorized facts, but simply feedback to learners and educators that learning has occurred. Alternative and authentic assessments are defined as methods of measuring the end product of learning and competencies in real-life or simulated real-life situations. This paper examines how they impact the role of the teacher as facilitator and coach to the learner in sharing the big picture. It also discusses how educators can develop authentic alternative assessments by starting at the end, recognizing assessment as positive feedback, building in continuous learning, measuring characteristics of learning, and planning logical learning steps. Alternative assessment examples are provided, such as rubrics, portfolio, projects, performance, games and competitions, and multiple evaluators. Questions to consider in creating and selecting assessment methods are presented, as are the benefits of using alternative and authentic assessments. (VWC)

Descriptors: Alternative Assessment, Classroom Techniques, Educational Assessment, Educational Change, Evaluation Methods, Higher Education, Learning Strategies, Multiple Intelligences, Role of Education, Student Evaluation, Student Needs, Teaching Methods











Author: Hiltibran, Cheryl

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12303&id=ED433055







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