Week 1 Thoughts on YouTube Video watched

It seems that we’re not alone in Malaysia in the debate of traditional standardized assessment versus alternative assessment. Even in U.S.A this subject is hotly debated, and more and more parties see the necessity for a more productive and holistic assessment system that also evaluates students’ ‘intangible’ soft-skills besides knowledge, and better equips them for real-world scenarios and challenges. I like what Ms. Eeva Reeder (Teacher at Mountlake Terrace High School) has done as regards performance based assessment. She made scoring guides for different aspects of a project she oversaw and invited relevant professionals or experts in the field to give feedback and comments to her students. Granted, alternative assessments take time to plan and implement, but as said in the video, it is time well-spent (time= teaching + learning). It is important to note that although students are allowed to choose learning projects; high standards, objectives and criteria on the quality of the projects can be set by teachers and administrators so that effective learning is achieved. In my opinion, fair as well as judicious standardized test and high-quality local assessment can contribute to in-depth learning and learning how to learn for life.

Week 1 My feedback on Anderson's article

Three things I liked about the article

Firstly, I like how the issue raised by Anderson is so relevant to the current changes in the Malaysian assessment system. Anderson mentioned that a shift from the traditional assessment to alternative assessment requires “a reconceptualization of how learning occurs”. I concur that “the overuse of lecture (chalk-and-talk)  as a primary teaching method and objective tests as a primary assessment measure, (2) the increasingly diverse student population in higher education classrooms, and (3) constructivist learning theory are major factors involved in restructuring how learning should be facilitated and assessed. There are more productive methods such as performance-based assessment, portfolio assessment, and authentic assessment that could draw out students learning potential and better our education system. Hopefully with PBS, the traditional assessment methods can be effectively combined with alternative methods, so that students can enjoy and benefit from assessments- to see them as learning opportunities rather than stressful, standardized outcome-evaluation tests.

Secondly, I appreciate Anderson’s clear comparisons on the differences between the philosophical beliefs and theoretical assumptions of traditional and alternative assessments in 9 crucial aspects. Namely: Knowledge, Learning, Process, Focus, Purpose, Abilities, Assessment, Power and Control, Individual vs. Collaborative Process. It gives food for thought as to the strengths and weaknesses of both assessment types. If this is taken into consideration with a specific learning objective, teachers can decide on which assessment type to use or to emphasize.

I like Anderson’s candidness when she states that the paradigm shift from traditional to alternative assessment will require time. Sometimes we can get so passionate about an idea that we expect too much and get frustrated when expectation goes unfulfilled or is slow in becoming reality. The important thing though is to start the ball rolling, being aware for the need to change, and be willing to make the effort that will bring the change. I am glad for University project work that implements elements of alternative assessment, which allows a hands-on and discovery approach. I hope that this assessment method will filter-down more effectively to secondary and primary school assessments so that the system can be changed for good. Such paradigm shift can be achieved if there is a consensus and negotiation between the teacher and students, to facilitate the transition from traditional to alternative assessment. The effort is worth it, as Anderson puts it, “an alternative assessment paradigm is a teaching tool that promotes students’ learning and is a significant and powerful tool” that will assist “instructors in being fair, thoughtful, and creative when assessing students’ work.”