Reflection on Alternative Assessments Essays -- Education Assessment E

Reflection on Alternative Assessments handed-down and alternative assessments sh ar some key elements, yet differ as easily. All assessments, whether given as a test after a unit or alternative, should be measurable and be reliable and binding by having clear criteria to measure the learning targets. Traditional and alternative assessments generally differ in timing, feedback, students involvement, and how the teacher uses the information. The time in which traditional assessments such as after the unit tests are designed to fork out feedback is at the end of a unit only. There is also generally a time limit to complete this type of assessment as well. These are not true of alternative assessments. A KWL or pre-test potbelly provide feedback before a lesson or unit. Nearly all alternative assessments can also provide ongoing feedback during the lesson or unit as well as after it is completed. Also, many alternative assessments do not maintain a time constraint to demonstrate u nderstanding of content. The feedback given from a traditional assessment is a letter or percentage grade, which does not tell the content that the student knows, only a measure of measuring of knowledge from a scale of nothing to everything. This feedback is use to tell the teacher and/or school whether or not to promote the student and how they issue forth in comparison to the other students. With alternative assessments the feedback can be used by all parties (teacher, student, parent, and sch...