TRANSITION TO ALTERNATIVE ASSESSMENT IN EDUCATION

Reforms in assessment have become a pivotal agenda in the world’s educational scenario. The dynamics of knowledge as well as the pressing requirements of the new millennium necessitate revamping of assessment procedures in such a way that traditional assessment approaches are supplemented by new assessment methods. This article examines the meaning of alternative assessment, provide a rationale for its use, presents a contrast between traditional and alternative assessment and discusses portfolio as one of the alternative assessment methods. Alternative assessment enables the learners to undertake new tasks, deal with the real world, comprehend the problems, think critically, take rational decisions, thus, constructing their own knowledge and truths. Whereas standardized tests count on proxy items for evaluating learning, portfolios assessment is a 360-degree overview of a learner’s knowledge acquisition through day-to-day activities in a natural setting. Those teachers who employ alternative assessments in their classrooms are obligated to evaluate pros & cons and feasibility of an alternate assessment method and should ensure the validity and reliability of their assessment. Changing our assessment procedures holds the potential to synergistically impact K-12 and higher education by improving teaching-learning process as well as better preparation of our learners for the new millennium challenges. They will prove to be become truly authentic when the curriculum, teaching-learning activities, instruction, assessment method, learning outcomes, and student evaluation are aligned together to meet the educational needs of our society.