Using Alternative Assessment
To Measure Learning Outcomes

Beverly A. Doyle
Lynne E. Houtz
Creighton University

The Assessment Challenge
     Assessment is defined as, “the systematic collection, review and use of information about education programs undertaken for the purpose of improving student learning and development.” Under President George Bush’s Act, “No Child Left Behind,” all schools are required to develop and administer annual tests to measure student progress.  Achievement tests are considered the most effective way to measure student achievement.
     The Standards for Teacher Competence in Educational Assessment of Students has outlined activities that teachers need competence in, in order to meet the requirements of No Child Left Behind.  These skills include:

• Understanding different methods appropriate for instructional decisions.
• Choosing assessment methods appropriate for instruction decisions.
• Developing assessment methods appropriate for instructional decisions.
• Administering, scoring and interpreting the results of assessment methods.
• Using assessment results when making decisions about individual students, teaching, curriculum, and school development.
• Developing valid pupil grading procedures which use pupil assessment.
• Communicating assessment results to students, parents, other audiences, and other educators.
• Recognizing unethical, illegal, an otherwise inappropriate assessment methods and uses of assessment information.

Teachers have always been charged with assessing the outcome of instruction even before this act was mandated.  They know that reliable assessment and good planning is essential.  This begins with matching the test with goals they have already outlined for their students.  In addition, assessing learning right after information has been taught, and frequently, insures tests are effective in measuring student learning.  Cumulative test questions may also be used to insure retention of previously taught concepts.
     Teachers may begin instruction by using formative assessment, or a pretest to determine what background students have.  This can assist them in guiding instruction.  After concepts have been taught, a summative evaluation can be administered over the unit.  These types of assessments have long been part of every classroom.
     However, the passage of No Child Left Behind has raised some additional concerns since the Act requires states to trace student progress within every school, and within groups within the school distinguished by  attributes such as poverty, race, native language and handicapping conditions.  Any school that does not demonstrate adequate yearly progress may face government enforced sanctions.
     The State of Nebraska is unique in the sense that it does not use standardized tests as the only method of measuring what students know and can do.  In Nebraska, each school  district can develop standards, and tests that match its standards and curriculum, as long as the standards measured are not below the level mandated by No Child Left Behind.  As a result, Nebraska student evaluation system serves as a model for American schools.  Since the state has a diverse population, each school system can reflect what is unique about their district by designing standards and tests that more accurately reflect their unique student populations.
As a result, teachers in many districts are measuring student learning in non-traditional ways through authentic tests, portfolios and exhibitions.  These tests involve real-life tasks, performances and challenges faced in real life.  Some examples might include such activities as planning and carrying out a political debate, planning and building a house, conducting a mock trial, holding a concert or displaying artistic creations in an exhibition.
     These alternative assessments contain the same difficulties that traditional tests do, mainly, are they reliable and valid?  Do they measure the standards and objectives that have been outlined by the state and national government?  Do they measure the objectives (delineated and taught) by the classroom teacher, and do they measure them in the ways and levels that were taught.  By using a behavior content matrix like the one in Appendix A, teachers can insure that this occurs. Concepts that should be addressed include:

1. Make sure the test actually covers the content of the unit of study.
   Examples:
1. Compare test questions to course objectives.  Make sure that there is good overlap.  Make a behavior content matrix to assist.
2. Use local achievement tests and local norms when possible.
3. Check to see if the test is long enough to cover all important objectives.
4. Make sure objectives have been measured in the ways they were taught.
2. Make sure students know  how to use all the test materials.
   Examples:
1. Several days before the testing, do a few practice questions with a similar format.
2. Demonstrate the use of the answer sheets, especially computer-scored answer sheets.
3. Check with new students, shy students, slower students, and students who have difficulty reading to make sure they understand the questions, and can read or respond in the ways asked.
4. Make sure students know if and when guessing is appropriate.

     Performance Assessment requires that students be given quality models of performance based on real world examples of excellence.  Models must be taught, and students given the opportunity to practice towards these.  A grading rubric describing in detail the behaviors expected, and criteria for receiving points in each category can assist students in guiding their performance.  The rubric can insure reliability and validity when assessing their performance.  An example is included in Appendix B.
     Portfolio assessment is an opportunity for students to judge themselves as able learners.  They select and present evidence that they have met the learning standards for individual classes and the broader learning tasks.  In Appendix C, a model of items that might be included in a portfolio is given.  Teachers and students can select items that show progress toward defined learning standards.  Items can be collected at regular intervals during the year to show growth and progress, or the portfolio might be collected at the end of instruction as a presentation portfolio which includes the students’ best work.  The same issues exist with portfolio assessment as with tests and authentic learning tasks; assessments must be reliable and valid.  Thus grading rubrics should be available for items included in the portfolio to insure this.  Appendix D is a grading rubric used for a presentation portfolio for students in a teacher education program.
     Although the premises advocated in the No Child Left Behind Act were positive, and the intention was to insure student learning, the act falls short when there is no provisions made for assessing progress of students who may fall short of proficiency in a standard or those whose proficiency exceed it. The progress portfolio is one vehicle that can be used to demonstrate that.
     Although alternative assessment is not automatically better assessment, the advantages include the opportunity for students to demonstrate real-life learning.  After all, how many times in their lives will they be asked to pick from four possible options, when being asked to solve a problem?
           
Bibliography

1. Scritchfied, Shirley A. (2002) August.  Assessment of student learning:  What, how, why bother? Workshop sponsored by the Creighton College of Arts & Sciences and Office for Excellence in Teaching, Learning & Assessment, Creighton University, Omaha, NE, USA.
2. American Federation of Teachers, National Council on Measurement in Education, National Education Association (1990). Standards for Teacher Competence in Educational Assessment of Students.  Buros Institute. Retrieved March 5, 2005, from http://www.uni.edu/buros/article3.html
3. 1National Council for Accreditation of Teacher Education. (2002). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author 2Hamel, Fred L. & Merz, Carol (2005)  Refirming accountability a preservice program wrestles with mandated reform. Journal of Teacher Education, 56(2), 157-167.
4. 1Nebraska Department of Education (2004). School-based Teacher-led Assessment and Reporting System, Update #14
5. 2Cuban L. (2004), March 17). The contentious “no child” law I: Who will fix it? And how? Education Week. Retrieved February 27, 2005, from www.edweek.org/ew/articles/2004/03/17/27cuban.html
6. 3Darling-Hammond, L. (2004). From “separate but equal” to “no child left behind”.  The collision of new standards and old inequalities. In D. Meier & G. Wood (Eds.)  Many children left behind: How the No Child Left Behind Act is damaging our children and our schools (pp. 3-32). Boston: Beacon.

Appendix A

Appendix  B

Performance Assessment Grading Rubric for Student Teachers
SUPERIOR          ABOVE  AVERAGE         SATISFACTORY          FAIR/WEAK
           4.0            3.5                   3.0          2.5                2.0         1.5           1.0

Comments: ______________________________________________________________

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Appendix C

A PORTFOLIO MODEL. Source: Courtesy of L. Vizyak

Appendix D

Seminar Presentation Portfolio Rubric

Goal:  The purpose of the professional presentation portfolio is to present a more complete view of who you are as a person and who you would be as a teacher than a resume and transcript would.  This semester electronic versions are encouraged and rewarded, but not required.

Required Components by Monday, October 13, 2003, 4;30 P.M.
_____ 3-ring Binder or personal website
_____ Notebook Cover or website home page
_____ Personal Statement
_____ Philosophy of Education (Do not put items you want me to edit in plastic sleeves,
           please.)
_____ Lesson Plans in at least 3 subject areas – explain circumstances of development
           and implementation, results, whether observed.

Required Components by Monday, December 8, 2003, 4:30 p.m. Final, polished, ready to share)
_____ Table of Contents or links listed
_____ Section Dividers (large enough to protrude beyond plastic sleeves, etc.) no links
_____ Resume
_____ At least 1 unit of study
_____ Evidence of student learning as a result of your teaching
_____ Evidence of experiences with diverse populations
_____ Samples of Observation Forms

Optimal Items
_____ Student Products
_____ Photographs meeting all legal criteria
_____ Recommendation letters
_____ Video and/or self-critique
_____ Awards
_____ Professional Certificates (ex. KDP, Project Wild)
_____ Faith-filled information (if interested in parochial school position; these can be
           removed, as appropriate)
_____ Discipline Philosophy/Statement
_____ Letters from Parents/Students/Administration
_____Personal/Famous Quotes