Challenges and Controversies of Alternative Assessment
If we decide to adopt alternative assessment as our formal assessment, what are some of the challenges and controversies that we might face? Firstly, transition remains controversial to educators and parent. For the teacher who is always the authority, there is now a division of authority between the teacher and students when it comes to peer assessment. Teachers also see alternative assessment as a tiresome exercise that only results in "information overload." How teacher and students who are socialized into traditional assessment practices deal with the new modes of alternative assessment (Dysthe, 2004). Again the issue of accountability. Alternative assessment practices must be theoretically grounded and quality secured, and unless educational researches and teachers join forces, the strength of alternative assessment may be sweep away and bring the new learning culture with it (Dysthe, 2004). The higher the stakes (e.g., if high school graduation hangs in the balance), the greater the expertise we must bring to bear to create psychometrically sound assessments. The standards of test quality to which we must adhere must be clear and nonnegotiable ( Stiggins 1999). Again the question of equity. Equity can only be achieved if everyone involved in educating children sees the assessment tools themselves as responsible for ensuring fairness. It is not just tools but also curriculum, instruction, professional development, parents and community involvement and leadership practices that affect the fairness of assessments. Need strong supporting systems for new forms of assessment or will magnify educational inequities (Winking, 1997).
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