The pH Factor

Forms of Alternative Assessment

Performance Based Assessment:
This assessment is based on teacher observations on a student's performance or samples of various performance's done by the student. A criteria such as a rubic scale is usually established before the observations are done.

    • Students and teachers know the requirements in advance and prepares for them. Going over the rubics scale with the student allows the student to know exactly what is required from them and also allows the student the freedom to work on those skills or areas they feel they might be weak in.
    • The teacher would judge the student's performance within a specific time frame and setting. There are no surprises for the student.
    • Students could be rated on appropriate and effective use of:
      • laboratory equipment
      • measurement tools
      • safety laboratory procedures
    • Manipulatives are apart of performance testing. These can be an effective indicator of comprehension, especially when used along with interviews.

Suggested Performance Based Assessment

Authentic/Project Assessment:
This assessment measures the student's ability in "real life" tasks and situations. An extended form of assessment that may have aspects of performance based within it.

    • The project/tasks are usually rich in design and long term.
    • Assessment where the task simulates real world challenges.
    • Gives students a real world role in a real world setting. Real world problems using realistic techniques.
    • Students are allowed to develop alternative solutions. There is no "one" right answer(s).
    • Students are required to actively participate in:
      • -working on the project
      • -cooperative groups
    • Students are given the opportunity to work both in group situations and alone.
    • Authentic assessment offers the opportunity to assess the student's:
      • Creativity
      • Planning skills
      • Ability to integrate knowledge
      • Ability to work with others
    • The project can demonstrate the student's ability in investigative research or it can be something constructed by the student.

Suggested Authentic/Project Assessment

Portfolio Assessment:
This is a "purposeful" collection of work that helps to define the student's efforts and achievements in specified area(s).

    • A collection of the student's work that is maintained and assessed over time.
    • Shows student's progress
    • Can be used to illustrate specific requirements for grade completion.
    • An excellent means of summative evaluation of the student's learning
    • Reflects the nature of the curriculum and the student's success
    • Types of student portfolios that may be selected:
      • Mandatory assignments
      • Representative assignments
      • Best assignments
    • Students can -
      • Choose the work
      • Offer reflections on each item selected
      • Can also include indicators such as video tapes, lists of books read, presentations, test scores

Suggested Portfolio Assessments

Journal Assessment:
This is a student's ongoing record of expressions, experiences and reflections on a given topic.

    • Two general types of journals are usually considered:
      • One in which a students is to write, with minimal direction, what he/she is thinking and/or feeling.
      • The second requires the student to complete a specific written assignment and establishes restrictions and guidelines necessary to accurately complete the assignment.
    • Journals can involve different modes of reflecting; such as writing, drawing, painting, scultping, role-playing and dancing to name just a few.

Suggested Journal Assessment

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