Sadik, Terrenz, Priscillia TG02

What is Alternative Assessment?

Alternative assessment differs from the traditional approach which is quantitative. It determines the degree of learning that is taking place. This mode of assessment emphasizes on students strengths rather than weaknesses. Students do self and peer evaluation instead of teachers evaluating on them.

Criteria / Characteristics of Alternative Assessment:

- Authentic
- Related to topics of interest to students
- Requires an end-product
- Requires students’ self-evaluation and reflections
- Interaction between peers, self and educator

Some examples of Alternative Assessment:

- Investigative projects
- Problem solving using authentic data (Problem-based learning)
- Journal Writing
- Games

3 types of Alternative Assessment products:

Audio (Eg. Interview, song writing)
Tactile (Eg. Exhibition, invention of games)
Visual (Eg. Collage, comic strip)

When is it suitable to be implemented in the classroom?

- Students must be trained before implementation
- Investigating of concept
- Reinforcement of concept


Proposed activity for Alternative Assessment:

Games Galore

Students are to:

Work in groups of 4 to 5.

1. Create a mathematics board game on the concept Percentage.


2. Create rules for their board game.


3. Market their game to peers and teachers during the “Games Galore” exhibition.

Objectives/Rationale:
- Students will be clearer of the concepts learnt in percentage after creating their own game.
- Build team work and communication skills.
- Students see the importance of using correct mathematical terms.

End-product:
- Mathematics board game on Percentage
- Rule book for game

Journey to the school
No. of players: 2 to 5

Rules:

1. Throw the dice and move according to the number shown on the dice.


2. Player picks a chance/penalty card if he/she land on those tiles.
   Answer the questions on the cards.


3. Other players are to verify the answer.


4. The first player to reach the school tile wins.

For penalty card:
If wrong answer is given, player move backwards as stated on the tile.
If correct answer is given, player stays in the same tile.
For chance card:
If correct answer is given, player move forward as stated on the tile.
If wrong answer is given, player stays in the same tile.

The following picture features a group of student trying their game creation after the completion with the use of ICT tools (e.g Microsoft Word)
It encourage the student to come up with their objective of the game with the given topic. They have to ensure that the game is error- free.

The group of students are concentrating on the mental calculation of the games.

The game was of simple design but the level of interest attracted other peers to try and join them.

The last process of this creation is to publicize the game and introduce them to their peers in the Game Galore Day.

Rubics for Games Galore