Advantages and Disadvantages of Using Alternative Types of Assessment

Alternative Assessment

Advantages and Disadvantages of Alternative Assessments

Spinelli (101) explains that the United States is the most linguistically diverse nation in the world, with over 400 hundred languages spoken. The English language learner is the fastest growing student population, and is expected to make up 25% of students by 2025. Additionally, accountability requirements of the No Child Left Behind legislation have brought the assessment of English language learners to the forefront of discussion. Schools who receive Title I funds must demonstrate that their students, including the subgroup of English language learner, are making Adequate Yearly Progress on high-stakes state assessments. According to Pappamihiel and Walser (137), great controversy still exists as to the validity and reliability of high-stakes state assessments for English language learners. Spinelli (104) argues that many times children who are English language learners perform poorly on standardized assessments and are misidentified as having a learning disability. Pappamihiel and Walser (136) add that this may contribute to limiting educational opportunities for English language learners. Therefore many have begun to consider the use of alternative assessments to measure what these students know and can do. While alternative assessments have many advantages, there are disadvantages to their use as well.

Davis Lenski et al. (28) argue that "alternative assessment tasks are a more appropriate and fair way to measure ELLs' progress." Spinelli (107) lists several types of alternative assessments which are effective in evaluating the growth and competency of English language learners. These include Curriculum-Based Assessment (CBA), Performance-Based Assessment, Portfolio Assessment, and Dynamic Assessment. The advantages of CBA, according to Spinelli (107), are that adaptations can be made to the assessment without impacting reliability, and that CBAs can be operationalized to match a particular child's characteristics. Performance-based assessments provides an opportunity for students to demonstrate a variety of language, literacy, cognitive, social, and motor skills in tasks that are not language dependent (Spinelli, 108). Performance-based assessment involves solving a problem or creating a product using graphics or visuals. Spinelli (108) asserts that this type of assessment better demonstrates what students know and can do than do traditional assessments. The advantages of using Portfolio-assessment include better communication between teachers and parents, more parent involvement, and a permanent record that can travel with the student. According to Spinelli (109), this is especially important for migrant families, because the work can be taken with them as they move from place to place. Finally, Spinelli (109) explains the benefits of dynamic assessment. Based on the work of Vygotsky, the "test-teach-retest approach can determine ELLs' current level of functioning as well as the best means to facilitate further learning." (Spinelli, 109).

Volante and Ben Jaafar (178) list the benefits of alternative assessments from the students' point-of-view. According to students, assessment is fair and has a positive impact on their learning when it:

Relates to authentic tasks;

Represents reasonable demands;

Encourages students to apply knowledge to realistic contexts;

Emphasizes the need to develop a range of skills;

Is perceived to have long-term benefits;

Rewards genuine effort, rather than measuring "luck";

Rewards breadth and depth in learning;

Fosters student independence by making expectations and criteria clear;

Provides adequate feedback about students progression;

Accurately measures complex skills and qualities, as opposed to an over-reliance on memory or regurgitation of facts.

However, alternative assessments also present several challenges. According to Arter (1), there are several misconceptions about the use of alternative assessments. These include:

Doing performance (and other alternative) assessments will automatically result in better assessment;

Anything qualifies as an alternative assessment;

All structured format tests are bad and only alternative assessment devices should be used, and;

Using alternative assessments will automatically solve all of our assessment problems.