LING 612 Moving Toward Authentic Assessment, Ch.1 by O'Malley & Pierce

For years the common way to assess is the ever popular multiple choice. Educators are now looking for alternative assessments that correlates between the lessons in the classroom and the test, all the while giving teachers tools to show them where their students are at and where to go from there. Alternative assessment shows what the student can do, shows growth, and is kind of like a snapshot of what students mastered. Why is the multiple choice no longer a "one size fits all" method to show student achievement? It is because there are other ways to show student growth and assists teachers to help students with unknown skills.
Assessments needed for English as a second language users need to catch up with the research done for authentic testing of the general population of test takers, that population being the varying speakers of English who take the tests in each state. There are six purposes for English Language Learners(ELL): screening and identification, placement, reclassification or exit, monitoring student progress, program evaluation, and accountability. Multiple choice tests given to ELL students does not show what the student's needs are or what their strengths are.
Performance assessment relies mostly on rubrics. This is a good tool for writing and judging exactly what the goals are, but I don't think it gives room for a grade when you have to guess or give someone the benefit of the doubt. I am not a big rubric fan, but I do use it for my writing grade and some math problems.
I do believe in self-assessment as a tool to judge how much effort you put in a subject. When I am average on a rubric, but try my best and work 110% above the project, then I believe that this type of tool should be weighed more than the rubric. However, if students are expected to do folders and packages for their daily lessons with no instruction from the teacher, then that is not a type of self-assessment or self-regulation. To me, this is a cop out for some teachers who teach too many levels and do not make time to have group lessons and small group mini lessons. I know we all are crunched for time and I have to constantly remind myself that concepts that are introduced to my students are new and foreign to my students.
I would like to create a meaningful portfolio but I have yet to find a way to show case my students strengths and have it meaningful for my K-1 class to explain and share with their parents or peers. I would also like to learn more about anecdotal records and reading logs.