One of the interesting issues here for IT students is the certification tests most professionals in this field have to complete. You may ask: why is this relevant for educational assessment? My answer is: the degree to which such tests have changed in their fundamental nature over the past 15 years is itself eloquent testimony to how the purely "objective" approach has been superseded by other methods.
The major tool being used in these certifications today to supplement objective measures is some form of simulation [e.g. -- being set a problem in switch configuration, and having to enter the IOS commands to implement this in the switch]. About a decade ago there was quite a boom in the concept of simulation -- that effective simulation testing would replace all other forms of output testing. That did not happen, and I rather wonder why.
Depending on the field, other forms of alternative assessments can be used -- demonstrations, case studies, oral presentations, and work with facsimilies [e.g. medical students practicing procedures with lifelike dummies -- not to be confused with some of our administrators!].
Longer term, if the whole promise of brain imaging pans out [there are fairly ferocious arguments about this both ways], then it is going to be possible to create, in effect, a 'picture' of what the desired end state of education *should* be. At that point, we simply have the students stick their heads in the grading reader, and check off the results [probably the machine can do this too]. If you take this far enough, it becomes as bad as automated robotic sales calls being answered by telephone answering machines....
I teach English composition and one of the alternative assessments that I have is a portfolio. I have students the students write four pieces, get feedback, rewrite, get feedback, and produce a final draft for each. Then the students have to write a reflection of the writing process and their train of thought when they were doing it. Last but not least, they place it into a digital portfolio, so that I can see their progress throughout the term.
Being I teach at a culinary school we use al good deal of practical exams to test the student's knowledge and ability to complete the techniques they need to know.
Hi Rich, Thanks for your post to the forum. That is an excellent example of application assessment! Best wishes for continued success in your teaching career.
Susan Polick
At our vo-tech school we use trouble shooting as one of our assessment tools. The student is given a vehicle with a broken or 'bugged' component and is required to determine what is wrong and why. This measures the student’s comprehension on several levels and can be quite subjective in nature. It allows the instructor to quickly know if the student is on the right track or not, even if the student does not discover the true problem.
We can give handouts and involve students in group discussion this helps in building up their confidence as well
Having students demonstrate hands on is a great way to assess their knowledge and understanding of subject matter. They enjoy it and a lot questions are asked. Students are really engaged when performing hands on.
Using case studies allow students to use their problem-solving and critical thinking skills.
we use hands on also. it really helps me evaluate the struggles a student is having either in class or in the lab setting. it allows me to work one on one with that student and in the process build their confidence.
Hi Jessica, I agree that some students really do panic when faced with a "test". You are using a nice mix of assessments!
Susan Polick
Hi Jeanne, Yes, students of all ages do enjoy playing games as they are learning - I have fun as well!!!
Susan Polick
I enjoy using alternative assessments because I find students have a lot of test anxiety. I really do not like to use the term assessment or test. I like to use checklists for procedures or tasks. I use presentations and rubrics several times in a term. Open-ended questions are what I am known for with my students.
Thanks for sharing Jessica. I think I will borrow your technique. I teach clinically and the students seems to have much problem with Foley catheter placement. I think I will utilize post conference as a means to increase the repetition to equal 8. Thanks again
The students really enjoy the summary games I use through Power Point such as Jeopardy, Deal or No Deal, Wheel of Fortune, Are you Smarter than, etc. This gives the students an opportunity to show what they learned, and for me to explain additional information if they got the answer wrong.
You can assess students through a product completed by an individual student or a team of students. You can use rubrics or peer-to-peer assessments in this type of scenario.
Hi Damon, Thanks for your post to the forum. That is excellent practice for what students will encounter in the workforce!
Best wishes for continued success in your teaching career.
Susan Polick
Hi Regina, hanks for your post to the forum. That is an excellent point! Best wishes for continued success in your teaching career.
Susan Polick
We have an exercise in a lab class where students complete a project in groups then as a class we critique the projects using a structured rubric and practice giving articulate, professional, strait-forward, and constructive feedback. Also, we fine tune the art of the complement sandwich within the appropriate lexicon our industry.
And vice versa. Most of my students are older or returning students, changing professions, or were not really successful students during high school. I find that they are not really great academic students, but they are really good in the 'clinical' or real world area in our field.
The challenge is to find ways to test their working knowledge, rather than their textbook knowledge.
Skills testing, it allows those who have test anxiety to shine without the stress.
