Chet tillarini o'qitishning integrallashgan kursi (III & IV) Qarshi- 2018 Module: Language Testing and Assessment Lesson Basic principles of language assessment

Lesson 14. Alternative ways of assessment
Alternative ways of assessment (portfolio assessment, self-assessment, project work, logs, reflection tools, etc.)
Alternative assessments are assessments out of conventional assessment that give more choices, consideration and freedom for teachers in judging their students proficiency.
Students’ proficiency are assessed more flexibly, dynamically, and realistically because students perform what teachers ask directly, and assessed at that moment therefore it is more effective.
It works well in learner-centered classrooms as activities with language that focus on communication for meaningful purposes.
The lists of alternative assessments including journals, logs, videotapes and audiotapes, checklists, self-valuation, teacher observations, checklists, portfolios, conferences, diaries, self-assessment and peer-assessment.
Performance Assessment
1) Project -based assessment
2) Problem -based assessment
• Students demonstrate knowledge and comprehension.
• A product is created or a performance is presented.
Performance assessments include projects, interviews, presentations, constructed response questions, essays, experiments, demonstrations.

Authentic assessment calls for application of concepts to real life expectations, as in apprenticeships, student teaching, shadowing, service learning and co-ops.

• Students’ self assessment is a critical difference in the two approaches.
• Students are expected to present and defend their work to demonstrate mastery.
• Formats for project based and authentic learning opportunities include CDs and DVDs, audio tapes, debates, constructed models (for design classes, science classes, other), articles contributed to the school or local paper, oral, visual or virtual presentation to a group, investigations and science projects, and artistic renderings.
Authentic assessment can include many of the following:
• Observation
• Essays
• Interviews
• Performance tasks
• Exhibitions and demonstrations
• Portfolios
• Journals
• Teacher-created tests
• Rubrics
• Self- and peer-evaluation
PORTFOLIOS
A collection of students school work collected over a specific period of the school year that shows student growth and development.
• Useful for special needs child who can not accomplish difficult tasks.
• A working portfolio for examples: homework assignments, journal entries, in-class writing assignments, professional articles.
The advantages of portfolios
Like photographers collect their work time to time, teachers encourage students to collect theirs as compile of efforts, skills, achievements and their contribution in class activities.
Portfolio have some advantages such as:
1. Strengthening students’ learning
2. Enhancing the teacher’s role
3. Improving testing process
JOURNALS are writing practices which focus on the expression of a student's opinions, viewpoints, experiences, and creative imaginings.
The topics of journals would be determined by the teacher. For example teacher asks to write about students’ favorite subject at school. Or what do you want to be when you grow up? Choose and describe at least three jobs that you think you would enjoy and so forth.
The advantages of journals:
• Students will be actively engaged to the learning process and course materials. If students actively engage to their study, they will learn more, remember, enjoy it, and appreciate more what they have learned rather than students who passively receive what teacher has taught.
• To increase students’ interests, empower students to be more responsible to their own learning and more reflective in their study.
• Encourage students to be more speak up what is on their mind. Teacher should give build-up feedbacks on students’ writings for their the betterment.
INTERVIEWS
• Interview is a kind of conference, interaction between teacher and student but it is more specific.
• A teacher will interview students for assessment purpose so it is not about students conducting interview of other to gain information.
The goals of the interview are for:
• Assess the student’s oral production
• Ascertain a student’s needs before designing a course or curriculum
• Seek to discover a student’s learning styles and preferences
• Ask a student to assess his or her own performance, and
• Requests an evaluation of a course