Implementing Alternative Assessment: Opportunities and Obstacles

The theoretical framework for using alternative assessment in the classroom includes considering learners as constructors of knowledge; find-ing authenticity in materials and activities; employing dynamic, ongoing evaluation tools; and empowering students. By putting these ideas into practice, individual attributes of initiative, choice, vision, self-discipline, compassion, trust, and spontaneity can be promoted in students. The oppor-tunities and obstacles associated with implementing alternative assessment in the classroom, as seen through the eyes of a group of graduate students, are presented here. The “freedom factor ” as defined by Graves (2002, 4) is an amalgam of a number of components: initiative, choice, vision, self-discipline, compassion, trust, and spon-taneity. As part of quality education for students in a democratic society, these would seem to be desirable traits to promote in individuals in our classrooms. However, as noted by Graves (2002), these may not be traits that can be effectively promoted in a