Comment:

Considering traditional and alternative assessment methods, there are pros and cons of both types of assessments. Some limitations of legacy assessment systems can be overcome by making students more active during learning and assessment process. As educators, we need to let the learners develop independent study skills, we need to promote educational dialogue between the lecturer and student and we can also give direction to learning in key subject areas. Alternative assessment tools such as performance, cognitive and portfolio assessment may help students’ active generation of a response. The assessment process will be able to occur in a real-world context. As alternative assessment will lead to students’ interactions with peers, students will not need to assessed by only their instructors, they will be able to assess each other’s work and give feedbacks to their peers.This will create a 'feedback loop' which allows instructors to monitor and modify instruction based on what is being assessed.

Make an Update:

“Learners and teachers as data analysts, with the support of analytics dashboards and visualizations”

Benefits of big data analytics can help institutions create many learning experiences according to a student’s learning capability and preference. These programs will encourage learners to choose what they desire to learn. As educators and learners need to become data analysts, educators can improve their teaching skills after receiving feedback for a better learning experience equally for all students and students can monitor their own learning.

The educator can control all the students progressively and begin a substantially more intriguing and more profound discussion on the subject of choice. This will give the students the likelihood to pick up a better comprehension of the subjects.

Big data will enable teachers and students both to map progression toward a degree and to make sense of their next academic advance. Students can even associate with educators.

Cope, Bill, and Mary Kalantzis. “Big Data Comes to School: Implications for Learning, Assessment, and Research.” AERA Open, (April 2016).

Dikli, Semire, Assessment at a distance: Traditional vs. Alternative Assessments, The Turkish Online Journal of Educational Technology – TOJET July 2003 ISSN: 1303-6521 volume 2 Issue 3 Article 2

Fatemeh Ghanavati Nasab, Alternative versus Traditional Assessment, Journal of Applied Linguistics and Language Research Volume 2, Issue 6, 2015, pp. 165-178

https://channels.theinnovationenterprise.com/articles/how-is-big-data-influencing-the-education-sector