Reflection on alternative assessments

A KWL or pre-test can provide feedback before a lesson or unit. 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 quantity of knowledge from a scale of nothing to everything.

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 quantity of knowledge from a scale of nothing to everything.

There is also generally a time limit to complete this type of assessment as well. Also, many alternative assessments do not have a time constraint to demonstrate understanding of content.

They can create, facilitate, take, and evaluate the assessments. The time in which traditional assessments such as after the unit tests are designed to provide feedback is at the end of a unit only.

reflection on alternative assessments

Nearly all alternative assessments can also provide ongoing feedback during the lesson or unit as well as after it is completed. There is also generally a time limit to complete this type of assessment as Reflection on alternative assessments.

If a student is not doing well this can be used as a learning opportunity rather than a brand of failure. A KWL or pre-test can provide feedback before a lesson or unit.

These are not true of alternative assessments. These are not true of alternative assessments. All assessments, whether given as a test after a unit or alternative, should be measurable and be reliable and valid by having clear criteria to measure the learning targets.

With alternative assessments the feedback can be used by all parties teacher, student, parent, and school to know how the student is doing with the content at a given time.

If a student is not doing well this can be used as a learning opportunity rather than a brand of failure. Students can use these alternative assessments to understand With traditional assessments, there is no student involvement in the process other than to take the test.

With alternative assessments the feedback can be used by all parties teacher, student, parent, and school to know how the student is doing with the content at a given time.

With traditional assessments students and even parents can be involved in all steps of the process. The time in which traditional assessments such as after the unit tests are designed to provide feedback is at the end of a unit only.

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 have a time constraint to demonstrate understanding of content. All assessments, whether given as a test after a unit or alternative, should be measurable and be reliable and valid by having clear criteria to measure the learning targets.

Reflection on Alternative Assessments Reflection on Alternative Assessments Traditional and alternative assessments share some key elements, yet differ as well.Reflection on Alternative Assessments Traditional and alternative assessments share some key elements, yet differ as well.

All assessments, whether given as a test after a unit or alternative, should be measurable and be reliable and valid by having clear criteria to measure the learning targets.

Free Essay: Reflection on Alternative Assessments Traditional and alternative assessments share some key elements, yet differ as well.

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Reflection on Alternative Assessments

Read this Miscellaneous Essay and over 88, other research documents. Reflection on Alternative Assessments. Reflection on Alternative Assessments Traditional and alternative assessments share some key elements, yet differ as well. All assessments. Traditional and alternative assessments share some key elements, yet differ as well.

All assessments, whether given as a test after a unit or alternative, should be measurable and be reliable and valid by having clear criteria to measure the learning targets. Traditional and alternative.

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Reflection on alternative assessments
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