- Students are considered as passive learners in TA while in AA they are active learners.
- In TA assumes that knowledge has a single consensual meaning while in AA knowledge has a diverse interpretation or multiple meanings.
- In TA teachers feed students with information while in AA teachers facilitate the learning.
- TA basically represents the LOTS while AA represents the HOTS.
- TA focused on cognitive abilities of the students while in AA focuses not only with cognitive but affective abilities as well.
- In TA student’s products are valued more while in AA the process is valued as well as product.
- In TA it focused on individual student’s performance while collaborative learning is valued in AA.
- In TA teachers make the decisions about what is learned and how it is assessed while in AA students participate in decision making on what to learn and in creating the criteria that will be used in the assessment.
In my perspective there should be a balance implementation of Traditional Assessment and Alternative Assessment in any subject area. I personally used traditional assessment most of the time, why you may ask that is because of limited time. When it comes to Final Examination (summative assessment) every quarter 2-3 days is given to complete and submit our grades in all classes that we are handling. One way that can workout with such a short time is to give questions that only have one correct answer like multiple choice, matching type, or fill in the blanks. If I will give questions that are essay type exam that will take me a week to complete all five sections that I’m handling.
Alternative assessment is also practice in my classes; my students are very active in doing the assessment task. But like traditional assessment there is also a disadvantage in using performance-based assessment, such as its time consuming. Not just few days but it will take a few weeks, from research, gathering materials needed, time to use a computer, designing task, and developing a fair and effective rubric with students. Another challenged that I encounter was a need for a colleague to help you rating or grading the product of students. I prefer using alternative assessment during formative process, so that feedback will be given to students scaffolding.
I am still a newbie when it comes to alternative assessment, and there’s still room for improvement before I can say that I’m confident to shift from traditional to alternative assessment.
Anderson, R.S. (1998). Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment. In New Directions For Teaching And Learning, 74, 5-16. Retrieved at http://www.jcu.edu/academic/planassess/pdf/Assessment%20Resources/Rubrics/Other%20Rubric%20Development%20Resources/Different%20ways%20to%20Grade.pdf