Practical Applications and Recommendations, Part 4 Assignment

Practical Applications and Recommendations, Part 4 - Assignment Example regardless of the assessment employed, the main aim is to require effective ways of making sure that students are evaluated in order to establish their cognitive cap competency. The following topic aims at providing a comparison and contrast of traditional and ersatz assessments. In addition, the paper proposes three ways new advances in computer and Web technologies would realize K-12 assessment whilst highlighting a way related to assessments. This discussion also proposes applications and practical applications to assessment of special populations. Lastly, whilst providing a rationale, the paper attempts to develop a observe tool having at least ten items, with each item having a Liket scale of 1 to 5. The paper provides a conclusion, which identifies the main points of the discussion. Comparison between conventional and Alternative Assessments The mostly extensively used traditional assessment tools in evaluating students are multiple-choice tests. In addition, traditional assessment tools always assume that familiarity has a universal meaning hence is applicable in all sectors and learners (David, 2009). Another feature of traditional assessment tools is that they always treat learning as passive where learners only sit down and obtain information from their instructors. Many traditional assessment tools test cognitive abilities differently from affective as salutary as aonative abilities (Bocij and Greasley, 1999). Surprisingly, traditional assessment tools also view learning process as an individual aspect hence learners will be evaluated independently. On a different perspective, alternative assessments have been employed in respect to overcoming flaws experienced within traditional assessments (Mary, Janet, & Troy, 1999). Alternative assessments tools have specific features that include treating learning as an active process, basis the process of learning on inquiry, lookin g at the learning process as collaborative, as well as the fact that alternative assessment tools place adequate emphasis on product and process (David, 2009). As both product and process, alternative assessment tools have since concentrated in identifying specific facts or skills concerning the learners in question. In this perspective, traditional assessment tool differs greatly from alternative assessment tools. Computers and Web Technologies on K-12 Assessments Computers and Web technologies are ever-changing various aspects of education. Through computers and Web technologies evaluation has changed significantly. Firstly, there has been a possibility of assessing or evaluating learners from a wide perspective or spectrum (Mary, Janet, & Troy, 1999). Computer and Web technologies have the tools required in assessing students based on different tests. Secondly, another way through which computers and Web technologies will benefit K-12 assessments is the fact that it will enhance capability and effectiveness. Efficiency and effectiveness is an important aspect within assessment (Schneberger, Donald, & Durfee, 2007). Evaluation within K-12 is important given that it is used to identify and understand the cognitive ability of students. With increased efficiency and effectiveness, evaluation within K