Growing Support for Informal-Formative-Alternative Assessments

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There’s a growing support for informal, formative and alternative assessments because of the following reasons:

  • Informal-formative-alternative assessments are more responsive to the learning needs and preferences of students, thereby helping them to become better learners.
  • They measure not only the students’ knowledge of the content/discipline, but also the students’ ability to meaningfully apply this knowledge in real life situations.
  • They provide opportunities for students to demonstrate best what they have learned by performing relevant tasks, reflecting acquired knowledge and skills.
  • They provide direct evidence of learning and competency. They provide easily observable evidences of learning.
  • They don’t just provide opportunities to recall/reconstruct knowledge, but more importantly, to construct new meaningful knowledge out of what has been taught.
  • They don’t hide the test, but rather teach the test, to help students enhance their performances.
  • They involve and engage students in the teaching-learning-assessment process.
  • Assessment is integrated with instruction. Assessment activities happen all throughout instruction to help students improve their learning and help teachers improve their teaching.
  • They provide multiple avenues for students to demonstrate best what they have learned.
  • They are not rigid, but rather flexible, and give students the luxury to choose the assessment mode suited for them, which can help them demonstrate best what they know and what they can do with what they know.
  • They don’t just evaluate and monitor students’ progress and performance; they help improve teaching and learning!