ToolKit98

Activity 1.6

A Comparison of Multiple-Choice and Alternative Assessment

Purposes:

To discuss the rationale for alternative assessment
To compare and contrast a traditional multiple-choice assessment with a performance assessment and discuss when each should be used
To think through and clarify some of the achievement targets held for students and how they match with assessment methods

Uses:

This activity is designed for those beginning their study of assessment. It can be used in Chapter 1 to illustrate the rationale for alternative assessment and two Keys to Quality Assessment: Key 2—Clear Targets and Key 3—Target-Method Match.

Rationale:

Alternative assessments are not meant to totally replace multiple-choice tests. Rather, each has its own advantages and disadvantages, strengths and uses. This activity is intended to enable participants to construct their own interpretation of these issues. It is also a good way to begin a general discussion about assessment. Frequently it will stimulate the questions that participants have on their minds about assessment and so serves as a needs assessment. It also often results in a discussion of the rationale for alternative assessment.

Materials:

Overhead projector, screen, blank transparencies, transparency pens
Flip chart paper and colored markers
Overheads A1.6,O1—Comparison of Multiple-Choice and Alternative Assessment Purposes
Handouts A1.6,H1—Mathematical Applications Test (modeled after, but not taken from, any current norm-referenced, standardized tests; you could substitute a page from the 5th-grade standardized test used in your district), A1.6,H2—Name the Graph, A1.6,H3—Comparison of Multiple Choice and Alternative Assessment # 1, and A1.6,H4—Comparison of Multiple Choice and Alternative Assessment #2
Chapter 1 content to use as a handout (pp. 5-13)

This exercise could also be done with other grade levels and subject matter areas. Take a page from a standardized achievement test for the grade level and subject matter of interest. Then find a performance assessment with the following characteristics:

A task that is relatively quick to read
Generalized performance criteria that have detailed descriptions

Suggestions are provided in the Activity 1.6 Sampler Index (Appendix A).

Time Required:

30-60 minutes

Facilitator's Notes:

Use Overhead A1.6,O1—Purposes to review the purposes of the activity, as needed
(10-15 minutes) Give participants the multiple choice (A1.6,H1—Mathematical Applications Test) and alternative assessment (A1.6,H2—Name the Graph) examples. In small groups have them analyze their similarities and differences, and their relative advantages and disadvantages. You could have groups make two columns on a sheet of flip chart paper. In one column, have them list advantages and disadvantages (strengths and weaknesses) of the multiple-choice format; in the other, list advantages and disadvantages (strengths and weaknesses) for the performance assessment format. Have groups post their sheets.
(15-30 minutes) Large group discussion on the same topics. Ask participants to look at the chart pack pages posted by other groups and note similarities and differences. Summarize major points of agreement on a transparency or flip chart page.
(Handout A1.6,H3 comes from a discussion with teachers, administrators, curriculum coordinators, and education assessors. A1.6,H4 comes from a discussion of toolkit developers. They are included to illustrate the types of considerations that arise in these discussions. These can be used to assist in summarizing results or can be used as handouts.)
(5 minutes) The "so what" part of the activity—Make sure the following major points are made:
- We should not totally abandon more traditional forms of assessment in favor of alternative assessment.
- High quality assessment means having a clear notion of what we want to assess and then matching the assessment method to it.

This document's URL is:

Email Webmaster
Tel. 503.275.9500