These types of tests most often measure verbal information, unless the educator is extremely skilled in test construction. It is important that practitioners design test items according to the type of learning outcome. For instance, in a golf lesson, if the objective states that the student will be able to hit a golf ball, the test item should have the student demonstrate hitting the ball. It would be inaccurate measurement to have the student describe how to hit the ball. With the increasing interest in distance education and the proliferation of Web-based courses, there is an increasing need for alternative assessment practices.
Alternative assessment includes nontraditional methods of evaluating mastery of content and skills.
Some examples include conducting research, producing a video, creating models and charts, designing a computer program or game, and developing portfolios. When properly constructed, these assessments test higher-level skill development such as analysis, synthesis, and evaluation. The use of portfolios as alternative assessments has been a continued topic of discussion among educators and researchers. This study was conducted to explore the viability of portfolio assessment, as perceived by college students, in a computer applications course in which a project portfolio was created. This investigation was the first level of an exploratory study in which reactions to an assessment method were examined.