One effective alternative form of assessment I have employed in my seven years of teaching mathematics in college is the portfolio assessment. This method allows students to compile a collection of their work over a specified period, showcasing their understanding and mastery of mathematical concepts. In a typical portfolio, students include a variety of artifacts, such as homework assignments, project reports, reflections on their learning experiences, and even video presentations of problem-solving processes. This approach encourages students to take ownership of their learning and provides a more comprehensive picture of their abilities than traditional exams.

The strengths of portfolio assessment lie in its emphasis on the learning process and the development of critical thinking skills. By reflecting on their work and progress, students can identify their strengths and areas for improvement, which promotes a growth mindset. Additionally, portfolios encourage creativity and allow for the integration of different types of assessment, as students can demonstrate their understanding through various formats, including written explanations, visual representations, or collaborative projects. This variety caters to different learning styles and helps to engage students more deeply in the material.

However, there are also challenges associated with portfolio assessment. It requires significant time and effort from both students and instructors to develop, maintain, and evaluate the portfolios effectively. The subjective nature of assessing portfolios can also lead to inconsistencies if clear rubrics and guidelines are not established. Additionally, some students may initially struggle with the self-directed nature of this assessment type, finding it challenging to articulate their learning process. Despite these challenges, I have found portfolio assessment to be a valuable tool in fostering deeper learning and encouraging students to engage more meaningfully with the mathematical content. Overall, it promotes a richer understanding of mathematics, emphasizing process over mere outcomes.

References:

Davis, Margery & Ponnamperuma, Gominda. (2005). Portfolio Assessment. Journal of veterinary medical education. 32. 279-84. 10.3138/jvme.32.3.279.

Yunus Doğan, Nazife Tuğba Yıldırım, Veli Batdı. Effectiveness of portfolio assessment in primary education: A multi-complementary research approach, Evaluation and Program Planning, Volume 106, 2024, 102461, ISSN 0149-7189, https://doi.org/10.1016/j.evalprogplan.2024.102461.