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** Topic: Traditional Assessment vs. Alternative Assessment ** There are two main subgroups used when describing assessment: Traditional Assessment (T.A) and Alternative Assessment (A.A). In order to understand the concept of A.A we will contrast it to T.A [|(Dr. Orly Sela's PPT).] First, T.A is summative (tests are given throughout the semester/year) and particularistic in the fact that it assesses particular details. A.A, in contrast, is formative ( it's a range of formal and informal assessment procedures) and holistic (assesses the whole process). Second, T.A is subject-specific (e.g. English, History, and Geography) which focus on the product and is owned by the teacher (e.g. quizzes, exams). A.A, on the other hand, is a process which can be interdisciplinary (e.g. projects which require several subjects to work together) and is partially owned by the student. Third, T.A exams are one-time measures that rely on a single correct response for each item (context-free); they offer no opportunity for demonstration of thought processes, revision, or interaction with the teacher. A.A, in contrast, focuses on processes and rationales. There is no single correct answer (context-based). For example portfolios may vary within the class in order to suit to the different levels and [|learning styles]. Fourth, T.A is objective (not swayed by a teacher/student), assesses factual knowledge (e.g. go-went), memory, decontextualized problems (e.g. Use the correct form of the verb to complete the sentence), and cognitive intelligence. T.A assesses narrow knowledge areas (e.g. the correct form of the verb) and contains traditional tests and doesn’t include any alternative assessment. A.A, on the other hand, is subjective (takes into account the student's abilities), assesses performance (how the student implements the material), complex intellectual capabilities (HOTS), creativity, team work, and progress over time. A.A assesses [|multiple intelligences](numerous abilities), assesses a wide range of skills (not something specific), includes varied content, and includes traditional assessment. Finally, T.A takes little time and is the teacher's responsibility. The student is mostly passive in the assessment process and there's rote learning of material taught in class (except in school-like situations). It's artificial-not connected to real life, "punishes" errors, and doesn’t leave room for choice. T.A is non- individualized (everyone does the same test), emphasizes standardization, ignores reflection, suitable for old curriculum, suitable for standardized assessment (e.g. "Meitzav" and "Bagrut") and is easier for the teacher. In contrast, A.A may take a long time and is the student's responsibility (e.g. projects and portfolios). The student is active in the assessment process and is assessed on a collection of data from other sources. It's authentic (imitates real life, prepares for it), believes that errors are part of learning, encourages making choices, and is individualized (e.g. a book report). A.A emphasizes uniqueness, encourages reflection and is suitable for the new national curriculum. It's problematic for standardized assessment such as the "Bagrut" and is more difficult for the teacher.
 * Date of Lesson: 28th December, 2011 **

After discussing the differences between Traditional and Alternative Assessment a class discussion on "What do you think from your instincts improves children learning?" was brought to discussion. The student-teachers shared their views and personal experiences which supported Alternative Assessment. It was also mentioned that although research is not conclusive there are [|681 meta-studies]supporting the notion that A.A improves learning. Student-teachers were then asked to pair up and discuss how much schools use A.A. (This will be discussed further next week.)