VALUES AND ALTERNATIVE ASSESSMENT

Over the last 20 years or so, a significantly different approach to assessment has been developed (Genesee & Upshur, 1996; Herman et al., 1992; A. Katz, 2000; O’Malley & Valdez Pierce, 1996; Torrance, 1995). Alternative assessment, as it is generally known (the term authentic assessment is also used), takes as its starting point a vigorous critique of conventionally used forms of assessment such as multiple-choice tests. The case against traditional assessment includes many of the arguments I have already mentioned in this chapter: that these forms of assessment test the wrong kinds of knowledge, appealing to memorization and simplistic knowing of facts rather than deeper understanding; that they are designed with administrative convenience in mind rather than being grounded in the best interests of the students; that they are unnecessarily stressful; and that they aim to catch students out with what they do not know rather than allowing them to show what they do. In place of such tests, alternative assessment offers various options, including portfolio assessment, “kidwatching” (Goodman, 1985) and other forms of continual assessment, teacher-student learning contracts, and a range of other ideas. 73 Values in English Language Teaching Before I continue this discussion I would like to state for the record that I find the case against traditional assessment rather convincing. I have not given an exam in more than 7 years; I do all of my assessment by alternative methods, including portfolios, journals, written assignments, and so on.