Recommendations for Teachers Teachers who have begun to use alternative assessment in their classrooms are good sources for ideas and guidance. The following recommendations were made by teachers in Virginia after they spent six months developing and implementing alternative assessment activities in their classrooms. After researching portfolios, she compiled a list of components for her classes and began the school year. She found that students were enthusiastic about portfolios, parents felt portfolios told more than report cards, and she could better see student growth. Developmentally Appropriate Assessment of Young Children.
Authentic assessments are performance-based and instructionally appropriate.
A portfolio assessment system is suggested to bind quantitative and qualitative data together to produce a broader reflection of the learning of special education students. The value of portfolios in communicating skills and talents and in reflecting growth is described, along with the importance of student involvement in the process. Discusses the use of teaching portfolios and portfolio-based conversations with colleagues to enhance teacher effectiveness, presenting a portfolio conversation guide that highlights the importance of conducting the sessions properly, organizing an appropriate group, and focusing on specific portfolio contents. Implications for teacher education are noted. This implies that assessment can be as simple as a teacher'ssubjective judgment based on a single observation of studentperformance, or as complex as a five-hour standardized test.