Introduction
Alternative education is a practice that involves providing learners with individual attention in an open learning structure. One example of alternative education is homeschooling where a child is taught by their parents or a tutor. Authentic assessment requires the learners to apply what they have learned to a new situation. This essay will address why authentic assessment methods are not widely used in K-12 and higher education and ways to promote faculty using authentic assessment or alternative education.
Why Authentic Assessment Methods are not widely used in K-12 and Higher Education
One of the reasons is that there are no standards or outcomes that guide the teachers on how to apply authentic assessment methods in the classroom. The curriculum in both K-12 and higher education has addressed the traditional assessment methods significantly, which has left out other methods (Villarroel et al., 2018). In the recent past, there have been efforts to create standards for authentic assessment that can be used nationally. The Covid-19 pandemic and the turn towards online learning have increased the need for the use of authentic assessment. However, the majority of teachers depend on teaching standards that have been developed to suit learners in a specific category.
The creation of authentic assessments for learners takes time and effort, which may contribute towards less usage in K-12 and higher education. The form of assignments given under authentic assessment requires the learner to apply different skills. The teacher needs to create appropriate homework and coursework for the students. Without the appropriate standards for use in the classroom, most teachers prefer to use traditional assessment methods (Bai, 2019). Another aspect is that teachers also need to create the right marking rubrics that reflect the assignment. The whole process takes significant time and effort, which affects their attitude toward authentic assessment methods.
Another aspect is that using authentic assessment methods is challenging for teachers in K-12 and higher education. The use of authentic assignment strategies is a significant change in how learning occurs. The teachers need the training to develop competencies on how to apply authentic assessment methods (Lock et al., 2018). This is because the methods are different from the traditional strategies that are applied when assessing learners. External entities involved in the education sector are pushing to have authentic assessment methods utilized fully in the curriculum. Therefore, the lack of national standards and outcomes, teacher capacity to use authentic assessment methods, and the time and effort required are the main reasons for the low usage of authentic assessment methods.
Promoting Faculty using Alternative Education or Authentic Assessment
Authentic assessment can be used by educational leaders to promote faculty in various ways. The creation of a common planning event for teachers every week is one of the strategies. The teachers can come together and share the approaches they are using and the challenges they are facing when using authentic assessment (Luo et al., 2017). This can be essential in ensuring that the teachers provide feedback on the process. Improvements can be made based on the recommendations provided by each teacher. Educational leaders can create meetings that involve several schools to promote learning and share knowledge. The management can work with external agencies to create standards and approaches that can be used by teachers for authentic assessment.
One way of promoting faculty using alternative education is to focus on creating innovative solutions to problems faced by learners. The main aim of alternative education is to provide individualized attention to students, which enables them to succeed academically (Turk & Sari, 2017). The educators can use strategies such as empowering the students and celebrating their differences to ensure they create a safe environment. Alternative programs also need to be attractive to students and uplifting (Moffatt & Riddle, 2021). These programs focus on students who are unique and have to adhere to specific standards. Traditional school settings do not suit all students as there are students with unique needs. Educational leaders can highlight the need for a curriculum that promotes the education of students who are considered different from the usual. Developing effective alternative education programs can change the perception of home-schooling. The leaders can also partner with local counseling entities to provide support to the students. Therefore, alternative education and authentic assessment methods can be essential in enhancing faculty.
Conclusion
In summary, authentic assessment methods test the ability of a student to apply skills learned in class to real or fictional scenarios. The presence of no national standards and outcomes focused on authentic assessment, the time and effort needed, and the teacher’s capacity is the main reasons for the low usage of authentic assessment methods. Alternative education is aimed at students who have unique needs. This may include students who have behavioral issues, learning difficulties, and school attendance problems. The provision of programs that provide safe environments and innovative solutions can help education leaders promote the faculties of students. Educational leaders can create planning meetings for teachers to share their approaches and challenges. These conferences can help enhance the competencies of educators.
References
Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63(5), 611-620. Web.
Lock, J., Kim, B., Koh, K., & Wilcox, G. (2018). Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 9(1), 8. Web.
Luo, T., Murray, A., & Crompton, H. (2017). Designing Authentic Learning Activities to Train Pre-Service Teachers about Teaching Online. International Review of Research in Open and Distributed Learning, 18(7), 141-157. Web.
Moffatt, A., & Riddle, S. (2021). Where are they now? Flexi school graduates reflect on their experiences of alternative education. International Journal of Inclusive Education, 25(13), 1463-1474. Web.
Turk, S. A., & Sari, R. M. (2017). Alternative education approaches and their effects on the learning space. International Journal of Innovative Research in Education, 4(4), 202-214. Web.
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. Web.