Traditional assessment in the context of standardized testing has the major disadvantage of teaching to the test. This assessment doe not give clear results and the measurement of student abilities is not complete. Alternative assessment is a more authentic measurement as it is performance- based, includes observation techniques, and has student self-assessment portfolios. Alternative assessment emphasizes construction of knowledge and problem solving; traditional assessment is usually one-answer questions (Moore, 2003).
Assessment research describes traditional assessment as objective and measuring specific knowledge. It does not consider how a student can be part of a group or their analytical skills. Alternative assessment is subjective and is a broader performance assessment that involves student learning styles. One form of assessment is not necessarily better than the other. To accurately measure a student�s ability a careful choice of assessment should be made (Moore).
Integrating technology gives students different methods to show their competency. Types of technology assessments are electronic portfolios and presentations. Rubrics can be used for alternative assessments so that it will be more objective. �A combination of traditional and alternative assessment techniques with the infusion of technology needs to be incorporated into the curriculum� (Moore, 2003, p.26).
Portfolios and presentations are applications of technology that assess student learning. Rubrics are another method to use for evaluation of technology use. These are alternative assessments that were discussed to measure higher order thinking. Standardized tests for assessment incorporate data collection and interpretation of the results. Both assessment types address the criteria of Standard IV.
Mathematics instructors cannot avoid teaching specific skills for the tests students must undergo. Alternative assessment is important to evaluate students in a different manner. I agree with the point made that technology integration should address both types of assessment and the success of all students will be measured.
Moore, W. (January 2003). Facts and assumptions of assessment: Technology the missing link.THE Journal 30, 6.
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