Washback and Washback and Alternative AssessmentAlternative Assessment

What is washback?What is washback?

The extent to which a test affects teaching The extent to which a test affects teaching and learningand learning

What teachers and learners do that they What teachers and learners do that they would not usually do if there were no testswould not usually do if there were no tests

Participants, processes and products Participants, processes and products affected by washbackaffected by washback

Washback can be either positive or Washback can be either positive or negative negative

Positive WashbackPositive Washback

““Learning more” and “preparing for the test” Learning more” and “preparing for the test” doesn’t necessarily mean positive washbackdoesn’t necessarily mean positive washback

Promoting positive washbackPromoting positive washback Test the abilities that we want to developTest the abilities that we want to develop Use direct testingUse direct testing Test widely and unpredictablyTest widely and unpredictably Criterion referencedCriterion referenced Based on teaching and learning objectivesBased on teaching and learning objectives

Alternative AssessmentsAlternative Assessments

Assessment procedures that are not like Assessment procedures that are not like traditional tests with respect to format, traditional tests with respect to format, performance or implementationperformance or implementation

Different from traditional testsDifferent from traditional tests

Traditional vs Alternative Traditional vs Alternative Traditional Alternative

One shot Continuous and longitudinal

Indirect Direct

Inauthentic Authentic

Individual projects Group projects

No feedback to learners Feedback to learners

Speeded Power

Decontextualised tasks Contextualised tasks

Norm-referenced score reporting Criterion-referenced score reporting

Standardised tests Classroom-based tests

Summative Formative

Product of instruction Process of instruction

Intrusive Integrated

Judgemental Developmental

Teacher proof Teacher mediated

What should alternative What should alternative assessments do?assessments do?

Ask Ss to perform, create, produce or do Ask Ss to perform, create, produce or do somethingsomething

Tap higher level thinking skillsTap higher level thinking skills Use tasks that are meaningfulUse tasks that are meaningful Invoke real world applicationsInvoke real world applications People, not machines, do the scoringPeople, not machines, do the scoring Require new instructional and assessment Require new instructional and assessment

roles for teachersroles for teachers

LimitationsLimitations

Claimed advantages are not research Claimed advantages are not research provenproven

Limited to the classroomLimited to the classroom Alternatives in assessmentAlternatives in assessment

PortfoliosPortfolios

What is a Portfolio?What is a Portfolio?

A purposeful collection of student work that A purposeful collection of student work that exhibits the students’ efforts, progress, and exhibits the students’ efforts, progress, and achievements in one or more areas (Paulson achievements in one or more areas (Paulson and Meyer, 1991, p. 60)and Meyer, 1991, p. 60)

Collection of works stored in folders will have Collection of works stored in folders will have little value to teachers and studentslittle value to teachers and students

To be useful, careful consideration must be To be useful, careful consideration must be given to:given to:

What goes into a portfolio?What goes into a portfolio?

The process of selecting what goes into the portfolio; The process of selecting what goes into the portfolio; and how the information in the portfolio is usedand how the information in the portfolio is used

Sample of student workSample of student work Typical work or best work or evidence of development?Typical work or best work or evidence of development? Bailey – four major elements/componentsBailey – four major elements/components

Introduction/overviewIntroduction/overview Academic works sectionAcademic works section Personal sectionPersonal section Assessment sectionAssessment section

Selecting workSelecting work

Student led or teacher directed?Student led or teacher directed? Select work that can provide additional Select work that can provide additional

information. Not repetition of already information. Not repetition of already available work.available work.

Main objectives of portfoliosMain objectives of portfolios

AssessmentAssessment Promote Learning/development – basis for Promote Learning/development – basis for

teacher-student conferenceteacher-student conference

What should the portfolio do/have?What should the portfolio do/have?

Portfolio should have value to both teacher Portfolio should have value to both teacher and studentand student

Provide information beyond that provided Provide information beyond that provided by testsby tests

Require students to construct responsesRequire students to construct responses Require students to apply their knowledgeRequire students to apply their knowledge Allow for the integration of language skillsAllow for the integration of language skills

SAMPLE PORTFOLIO ANALYSIS FORMDATE: 5/1/92 STUDENT: Marisel A. TEACHER: Jones GRADE: 4 EDUCATIONAL GOAL: Student demonstrates ability on variety of writing tasks

PERFORMANCE TASK CONTENTS ILLUSTRATING

STUDENT PROGRESS DATE

* Demonstrates interest and ability in variety of writing

Literacy development Checklist 3/20/02

* Writes a short story Writing Sample: Dog Story 4/22/02

* Writes to communicate with others

Letter Dialog Journal

4/10/02 3/31/02

* Expresses writing Preferences

Self-Assessment of Writing 4/24/02

* Shares writing with others Anecdotal record 4/6/02

Summary Comments: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Problems/ChallengesProblems/Challenges

LogisticsLogistics InterpretationInterpretation DesignDesign ReliabilityReliability

Self Assessment and Peer Self Assessment and Peer AssessmentAssessment

Self AssessmentSelf Assessment

Teacher modelling of use of metacognitive Teacher modelling of use of metacognitive processes and skills requiredprocesses and skills required

How can it help students?How can it help students? Student trial/practice of assessment skillsStudent trial/practice of assessment skills Introduction to relevant assessment criteriaIntroduction to relevant assessment criteria Clarification of abstract assessment criteriaClarification of abstract assessment criteria

Use of self assessment Use of self assessment duringduring rather than rather than at the at the end of end of instructional unitinstructional unit

Example: DIALANG – students write and then Example: DIALANG – students write and then compare to models (6 models indicating 6 compare to models (6 models indicating 6 levels)levels)

Peer assessment:Peer assessment:

How does it help students?How does it help students? Reminds learners they are not working in isolationReminds learners they are not working in isolation Helps create a community of learnersHelps create a community of learners Improves the productImproves the product Improves the process; motivates and even inspiresImproves the process; motivates and even inspires Helps learners be reflectiveHelps learners be reflective Stimulates meta-cognitionStimulates meta-cognition

Some LimitationsSome Limitations

Not common to all culturesNot common to all cultures Tendency for some teachers to ask students to Tendency for some teachers to ask students to

self-mark, not self-assessself-mark, not self-assess The system must be supportive – e.g. test The system must be supportive – e.g. test

feedback and information so that students can feedback and information so that students can self-assessself-assess

Students tend to assess higher than their actual Students tend to assess higher than their actual abilities?abilities?

Students not used to assessing peersStudents not used to assessing peers