ALTERNATIVE ASSESSMENT IN THE PREPARATION OF LITERACY EDUCATORS: RESPONSES FROM STUDENTS

Abstract

This study examined attitudes and concerns related to the use of alternative assessments in literacy education courses. A Likert-style twenty-item questionnaire was developed and administered first as a pilot to determine item quality and dimensionality. Three subscales were identified: Self-Evaluation, Peer Evaluation, and Instructor Modeling. The questionnaire was then administered to two sections of one literacy assessment course as pre- and post-course assessments. The results were significant for Self-Evaluation and Peer Evaluation. Results for Instructor Modeling did not reach significance but were generally positive in support of modeling alternative assessment in education classes. Qualitative analysis of respondent comments supported the statistical findings.