I think that alternative assessment tools (portfolios, outcome checklists
etc.) are an excellent way to ensure that assessment
- relates to what is being taught in the classroom,
- focuses on tasks that relate to learner goals and objectives
- is supported by teacher/learner conferencing

The challenge is to ensure that teachers have good standards-based tools
such as (e.g. rubrics, outcome checklists etc.) to inform their assessments,
and adequate professional development training and support - so that they
are confident in their use of these tools to inform their assessments.

I am a particular fan of portfolio assessment such as the European Language
Portfolio - which provides a flexible but structured approach based on a
common, shared standard. To quote from a report on the European Language
Portfolio - portfolios provide "an important interface between language
learning, teaching and assessment" and achieve these "invisible learning
outcomes ... :
-          commitment to and ownership of one's language learning:

-          tolerance of ambiguity and uncertainty in communicative
situations and learning

-          willingness to take risks in order to cope with communicative
tasks

-          learning skills and strategies necessary for continuous,
independent language learning

reflective basic orientation to language learning, with abilities for
self-assessment of language competence[1]


----------------------------------------------------------------------------
----

[1] Page 13, A European Language Portfolio From piloting to implementation
(2001-2004):  Consolidated report - Final Version, Rolf Scharer, General
Rapporteur, Language Policy Division, Strasbourg



Pauline McNaughton
Executive Director / Directrice executive
Centre for Canadian Language Benchmarks/Centre des niveaux de competence
linguistique canadiens
200 Elgin Street, Suite 803 / 200 rue Elgin, piece 803
Ottawa, ON K2P 1L5
T (613) 230-7729 F (613) 230-9305
pmcnaughton at language.ca
<http://www.language.ca/>

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  -----Original Message-----
  From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]On
Behalf Of Marie Cora
  Sent: February 2, 2006 11:52 AM
  To: Assessment Discussion List
  Subject: [Assessment] Legitimacy of alternative tools


  Hi Bruce and everyone,



  Bruce, you said:



  "I think putting forth the strengths and legitimacy of tools such as
portfolios, outcome checklists, holistically scored writing samples, etc is
a good way to go."



  This sounds like a very good path to go down to me.  I think people would
have a lot to say and share about alternative tools, their uses, and their
strengths.  It would be a great exercise to list them all out and discuss
the strengths, uses, and limitations of each one.



  What questions do folks have about alternative assessments?:  using them,
seeking them out, developing them, whatever area most intrigues you.



  What can folks share with the rest of us in terms of "the strengths and
legitimacy" of alternative tools such as portfolios, checklists,
analytic/holistic scoring, rubric use, writing samples, in-take/placement
processes?



  Are any of the tools you use standardized?  Not standardized?  Do you
think that this is important?  Why or why not?



  Are any of the tools used for both classroom and program purposes?



  I have other questions for you, but let's leave it at that for right now.
Let us hear what your thoughts are.  We're looking forward to it.



  Thanks,



  marie cora

  Assessment Discussion List Moderator






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