Alternative assessments jtcc

Alternative AssessmentsUsing Bloom’s Taxonomy to create performance tasks

Alternative Assessments

Critical Thinking

Active Learning

Authentic Learning

Performance TasksLEAP

Advantages of Alternative Assessments• They provide a means of assessing valued

skills that cannot be directly assessed with traditional tests.• They provide a more realistic setting for

student performance than traditional tests.• They focus on student performance and the

quality of work performed by students.• They can be easily aligned with established

learning outcomes.

Understanding By Design

Backward Planning:the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.

http://en.wikipedia.org/wiki/Curriculum

http://en.wikipedia.org/wiki/Educational_assessment

Stage 1: Identify the Desired Results

Learning OutcomesWhat relevant goals will this unit address?

History of Yoga Unit:• Students will acquire basic knowledge about

the history of Yoga and its influences and representation in the Arts.


Enduring Understandings• What understandings about the big ideas are

desired? (what you want students to understand & be able to use several years from now)

Students will understand that...• Yoga is not a religion• Yoga is not a competitive sport• The practice of yoga has its roots in South Asian

Indian thought• Many common themes can be seen throughout the

centuries in both writing and the arts


Essential Questions• What provocative questions will foster inquiry into the

content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Content specific….• In what ways have the philosophies associated

with yoga influenced the art and practices throughout history?• How do these philosophies influence daily life?


Knowledge:• What knowledge will students acquire as a result of this

unit? This content knowledge may come from the objectives, or might also address pre-requisite knowledge that students will need for this unit.

Students will know...• Yoga focuses on balance between mind, body,

and spirit• Yoga’s roots are in South Asian Indian thought• Philosophies can be seen in much of the art


Skills• What skills will students acquire as a result of this unit?

List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit.

Students will be able to…• Recognize themes represented in South Asian Indian art• Discuss the influence of the philosophy in the exhibit• Share observations regarding the representation of the

philosophies• Match South Asian Indian exhibits with their underlying

philosophies• Design a visual representation of their visit to the museum

Stage 2 – Assessment EvidencePerformance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. By what criteria will performances of understanding be judged?

Stage 2 – Assessment EvidenceGRASPS Elements of the Performance Task

G – GoalWhat should students accomplish by completing this task?R – RoleWhat role (perspective) will your students be taking?A – AudienceWho is the relevant audience?S – SituationThe context or challenge provided to the student.P – Product, Performance


You are a reporter for the local newspaper who is in charge of writing a review of the current South Asian Indian exhibit at the Virginia Museum of Fine Arts. This review will be featured in the Lifestyle section of both the printed and online versions of a local newspaper in the Saturday edition that is often purchase by individuals seeking plans for their weekends. You will have the entire front page of the section. Your article needs to include the following:


PART ONE: The first section of the article is a description of the museum, the artwork and your reactions. In this section, make sure you have answered the following questions:What did you see that surprised you?Was there anything in the museum that you particularly liked or disliked? Why?What was your overall reaction to the museum visit.This section should only be about half a page or so.


PART TWO: The second section of the essay should relate what you saw in the museum to what you are studying in this course. In this section, make sure you have answered the following questions:What did you see in the museum that relates to something we have studied in this course? Be sure to include the name of the artist, the approximate date, a brief description of the work, the work’s title, and if possible, a picture of the work.How did this work relate to course content?How did this piece add to or change your understanding of course content?You may use more than one piece of art for this section.This section should be at least half a page


S – Standards & Criteria for SuccessCreate the rubric for the Performance Task

Stage 2 – Assessment EvidenceOther Evidence• Through what other evidence (work

samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Stage 2 – Assessment EvidenceOther EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.• Discussion Board: Students will participate in a game

using the discussion board. Each student will read and watch the material available and come up with unique and challenging questions surrounding the material and will post those questions. Students will also reply to their peers’ questions. During class time, students will play a game answering those questions for extra credit.

Stage 2 – Assessment EvidenceStudent Self-Assessment•How will students reflect upon or

self-assess their learning?

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:• achieve the desired results identified in

Stage 1?• equip students to complete the

assessment tasks identified in Stage 2?

Stage 3 – Learning Plan • Where are your students headed? • Where have they been? • How will you make sure the students know where

they are going? • What experiences do the learners bring to the unit?• How have the interests of the learners been

ascertained? • Have the learners been part of the pre-planning in any

way? • What individual needs do you anticipate will need to

be addressed?• Learning environment: Where can this learning best

occur? How can the physical environment be arranged to enhance learning?

Stage 3 – Learning Plan • How will you engage students at the beginning of the

unit? (motivational set)Because this is a hybrid course, students’ first experience will be in the online environment. Course design will be key to engaging them in the learning. Images and videos will be used to “hook” the student.

Stage 3 – Learning Plan • What events will help students experience and

explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?

Alternative Assessments in Blackboard

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