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It emphasizes authenticity in learning materials and activities, the value of dynamic ongoing evaluation tools, and student empowerment. Graduate student perspectives highlight opportunities and obstacles to implementation, especially in contexts dominated by high-stakes testing. Alternative assessment is defined, contrasted with formal testing, and illustrated through concrete methods such as portfolios, journals, observation records, conferences, and recordings.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-alternative-assessment-opportunities-and-obstacles/603300/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-alternative-assessment-opportunities-and-obstacles/603300.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does the article mean by the “freedom factor” in alternative assessment?","Question",{"text":111,"@type":112},"It describes the freedom factor as a combination of initiative, choice, vision, self-discipline, compassion, trust, and spontaneity, which are presented as desirable traits for students. It also notes that these traits may not be effectively promoted in climates of high-stakes testing.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does alternative assessment differ from high-stakes testing?",{"text":116,"@type":112},"Alternative assessment is classroom-based and more directly useful to teachers, students, and parents through ongoing information. The article contrasts it with delayed test-score reporting and derived scores, and argues that high-stakes testing can be harmful for low-income and minority students.",{"name":118,"@type":109,"acceptedAnswer":119},"What practical assessment tools does the article recommend for literacy assessment?",{"text":120,"@type":112},"The article lists teacher anecdotal/observation records, reflective journals (teacher and student), student reading logs, tape recordings of oral reading, teacher-student-parent conferences, and portfolios. It also discusses using affective information such as interests and attitudes, not just cognitive data.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603300,1792096037,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Implementing  \nAlternative Assessment: Opportunities and Obstacles  \nby Carole Janisch, Xiaoming Liu, and Amma Akrofi  \nAbstract  \nThe theoretical framework for using alternative assessment in the classroom includes considering learners as constructors of knowledge; finding authenticity in materials and activities; employing dynamic, ongoing evaluation tools; and empowering students. By putting these ideas into practice, individual attributes of initiative, choice, vision, self-discipline, compassion, trust, and spontaneity can be promoted in students. The opportunities and obstacles associated with implementing alternative assessment in the classroom, as seen through the eyes of a group of graduate students, are presented here.  \nThe “freedom factor” as defined by Graves (2002, 4) is an amalgam of a number of components: initiative, choice, vision, self-discipline, compassion, trust, and spontaneity. As part of quality education for students in a democratic society, these would seem to be desirable traits to promote in individuals in our classrooms. However, as noted by Graves (2002), these may not be traits that can be effectively promoted in a climate of high-stakes testing.  \nHigh-stakes testing is widely believed to be the force behind educational reform and, presumably, resulting quality education. Though policy makers and the public judge the impact of educational reform efforts by comparing changes in test scores overtime, testing experts question the use of high-stakes testing as the public benchmark of educational quality (Linn 2000). Moreover, the consequences of testing and testing outcomes for many students—particularly students of diverse cultural and linguistic backgrounds—are onerous. Labeling students and the gate-keeping effect of testing programs most seriously impact this population of students (Bauer 1999; Au 2000; Garcia and Pearson 1994; Kohn 2000). According to Kohn (2000), testing is particularly  \nThe Educational Forum • Volume 71 • Spring 2007 • 221  \nJanisch, Liu, and Akrofi  \nharmful to low-income and minority students. In fact, socioeconomic status accounts formost of the variance in test scores from one student to the next.  \nHoffman, Assaf, and Paris (2001, 482) stated that reform resulting from testing is “an illusion that masks an intrusion of testing into good teaching” and, by the authors’ extension, diminishes the use of alternative assessment. Alternative assessment—which also is referred to as classroom-based, qualitative, informal, or performance assessment—is away to gauge student learning other than formal testing. Alternative assessment exhibits several distinguishing characteristics:  \n• Alternative assessment is situated in the classroom with teachers making choices in the measures used.  \n• Alternative assessment is based on a constructivist view of learning whereby the student, the text, and the context impact learning outcomes.  \n• Alternative assessment is predicated on the view that learning processes are equal to, if not greater than, the resulting products.  \nClassroom-based assessment has the distinction of immediately informing teachers and students, as well as parents, of student performance on an ongoing basis. Unlike test scores with delayed reporting and derived scores whose interpretation is often complex and represents a one-time snapshot of performance, alternative assessment is more directly useful to all stakeholders. Alternative literacy assessment methods include such practices as teacher anecdotal/observation records, teacher and student reflective journals, student reading logs, tape recordings of student oral reading, teacher-student-parent conferences, and portfolios (Garcia and Pearson 1991; Graves and Sunstein 1992; Rhodes and Shanklin 1993; Tierney and Clark 1998; Valencia 1998; Serafini 2001; Flippo 2003). Other measures of inquiry into student performance beyond cognitive information include those means by which affective information, such as interests a","cbCaisGGO7Aav1L5","https://ap.wps.com/l/cbCaisGGO7Aav1L5","pdf",311280,"English","# Abstract\n# Freedom Factor and High-Stakes Testing\n# Defining Alternative Assessment\n# Alternative Literacy Assessment Methods\n# Portfolio and Journal-Based Approaches\n# Promoting Alternative Assessment in Graduate Courses","[{\"question\":\"What does the article mean by the “freedom factor” in alternative assessment?\",\"answer\":\"It describes the freedom factor as a combination of initiative, choice, vision, self-discipline, compassion, trust, and spontaneity, which are presented as desirable traits for students. It also notes that these traits may not be effectively promoted in climates of high-stakes testing.\"},{\"question\":\"How does alternative assessment differ from high-stakes testing?\",\"answer\":\"Alternative assessment is classroom-based and more directly useful to teachers, students, and parents through ongoing information. The article contrasts it with delayed test-score reporting and derived scores, and argues that high-stakes testing can be harmful for low-income and minority students.\"},{\"question\":\"What practical assessment tools does the article recommend for literacy assessment?\",\"answer\":\"The article lists teacher anecdotal/observation records, reflective journals (teacher and student), student reading logs, tape recordings of oral reading, teacher-student-parent conferences, and portfolios. It also discusses using affective information such as interests and attitudes, not just cognitive data.\"}]","Implementing Alternative Assessment - Opportunities and Obstacles | PDF",25]