assessing curriculum

MODULE IVMODULE IV

ASSESSING THE ASSESSING THE CURRICULUMCURRICULUMLESSON 3LESSON 3

TOOLS TO ASSESS TOOLS TO ASSESS CURRICULUMCURRICULUMChrysti Lane Moneva, CTPChrysti Lane Moneva, CTP

ASSESSMENT STRATEGIESASSESSMENT STRATEGIES

--Are the structures through Are the structures through which student knowledge and which student knowledge and skills are assessed.skills are assessed.

TOOLS TO ASSESS CURRICULUMTOOLS TO ASSESS CURRICULUM

EXAMPLES OF ASSESSMENT EXAMPLES OF ASSESSMENT STRATEGIES:STRATEGIES:

1.) PAPER-and-PENCIL-STRATEGY.) PAPER-and-PENCIL-STRATEGY2.) PERFORMANCE BASED STRATEGY2.) PERFORMANCE BASED STRATEGY3.) OBSERVATIONAL3.) OBSERVATIONAL4.) PERSONAL COMMUNICATION 4.) PERSONAL COMMUNICATION 5.) ORAL5.) ORAL6.) REFLECTIVE6.) REFLECTIVE7.) COMBINATION OF STRATEGIES7.) COMBINATION OF STRATEGIES

PAPER-AND-PENCIL PAPER-AND-PENCIL STRATEGYSTRATEGY


PAPER-and-PENCIL-STRATEGYPAPER-and-PENCIL-STRATEGYTHE ESSAYTHE ESSAY

A. DEFINITIONA. DEFINITION

-is a writing sample used to assess student -is a writing sample used to assess student understanding and/ or how well students can understanding and/ or how well students can analyze and synthesize information.analyze and synthesize information.

-a student constructs a response to a question, -a student constructs a response to a question, topic or a brief statement.topic or a brief statement.

-provides the student with the opportunity to -provides the student with the opportunity to communicate his/her reasoning in a written communicate his/her reasoning in a written response.response.

PAPER-and-PENCIL-STRATEGYPAPER-and-PENCIL-STRATEGY

THE ESSAYTHE ESSAYB. PURPOSEB. PURPOSE

• Assess the student’s ability to Assess the student’s ability to communicate ideas in writing;communicate ideas in writing;

• Measure understanding and mastery of Measure understanding and mastery of complex information.complex information.


THE ESSAYTHE ESSAYC. CHARACTERISTICSC. CHARACTERISTICS• Measures a student’s ability.Measures a student’s ability.• Assesses knowledge, reasoning, organization, Assesses knowledge, reasoning, organization,

and communication skills;and communication skills;• Directly measures the performance specified by Directly measures the performance specified by

the expectations;the expectations;• Includes a scoring plan which specifies Includes a scoring plan which specifies

attributes for a quality answer and indicates attributes for a quality answer and indicates the value associated with each of the the value associated with each of the attributes;attributes;


THE ESSAYTHE ESSAYC. CHARACTERISTICSC. CHARACTERISTICS

• Affords the students a chance to Affords the students a chance to construct his/her own answers, construct his/her own answers, demonstrating creativity and or originality.demonstrating creativity and or originality.


THE ESSAYTHE ESSAYD.TEACHER’S ROLED.TEACHER’S ROLE

• uses professional judgement to develop the uses professional judgement to develop the problem, question, or statement and the problem, question, or statement and the scoring of the final product.scoring of the final product.


THE ESSAYTHE ESSAYE. CONSIDERATIONSE. CONSIDERATIONS• is issued to assess separately the student’s is issued to assess separately the student’s

ability to communicate ideas, write proficiently ability to communicate ideas, write proficiently and comprehend context;and comprehend context;

• is a less time-consuming to construct compared is a less time-consuming to construct compared to objective item testing, but can require to objective item testing, but can require considerable time to evaluate;considerable time to evaluate;

• is not effective means of assessing a students is not effective means of assessing a students entire domain of content of knowledge, or entire domain of content of knowledge, or assessing more than one or two reasoning skills assessing more than one or two reasoning skills at one time. at one time.


THE SELECT RESPONSETHE SELECT RESPONSEA.A. DEFINITIONDEFINITION

-an assessment in which the student is -an assessment in which the student is used to identify the correct one answer;used to identify the correct one answer;-is a commonly used procedure for -is a commonly used procedure for gathering formal evidence about student gathering formal evidence about student learning, specifically in memory, recall learning, specifically in memory, recall and comprehension.and comprehension.


THE SELECT RESPONSETHE SELECT RESPONSE B. PURPOSEB. PURPOSE

• Test the student learning or subject Test the student learning or subject content knowledge.content knowledge.

• Assess prerequisite knowledge.Assess prerequisite knowledge.


THE SELECT RESPONSETHE SELECT RESPONSEC. CHARACTERISTICSC. CHARACTERISTICS

• Can be administered to large number of Can be administered to large number of students at the same time;students at the same time;

• Can be scored quickly.Can be scored quickly.• Is stated in clear and simple language.Is stated in clear and simple language.


THE SELECT RESPONSETHE SELECT RESPONSE D. TEACHERS ROLED. TEACHERS ROLE

• Identifies the format.Identifies the format.• Selects the contents to be covered.Selects the contents to be covered.• Designs the questions.Designs the questions.

PAPER-and-PENCIL-STRATEGYPAPER-and-PENCIL-STRATEGYTHE SELECT RESPONSETHE SELECT RESPONSEE. Considerations

• Is always influenced by the student’s ability to read and understand the items;

• Can utilized computer and optical scanning technology to save time and effort with item development, item storage and retrieval, test printing and optical scan scoring;

• Can make it more difficult to determine how the students arrived at an answer with true/false and multiple choice.


THE PERFORMANCE-BASED STRATEGY

THE PERFORMANCE-BASED STRATEGYThe Performance TaskA.A. DEFINITIONDEFINITION

- Is the assessment which is requires students to demonstrate a skill or proficiency by asking them to create, produce, or perform.-May be an observation of a student or group of students performing a specific task to demonstrate skills and or knowledge through open-ended, “hands-on” activities.

THE PERFORMANCE-BASED STRATEGYThe Performance TaskB. The Purpose• To provide an efficient means of assessment

where the skill cannot be demonstrated with paper and pencil test.

• Enable learners to demonstrate abilities, skills, attitudes, and behaviours:

• Provide information about a learner’s ability to organized, draw on prior knowledge and experience, improvise, choose from a range of strategies, represent learning, and make decisions to complete task;

• Test skills in the affective,cognition,psychomotor and perceptual domains.

THE PERFORMANCE-BASED STRATEGYThe performance task C. Characteristics

• Can be diagnostic, formative or summative assessment;

• Uses ongoing feedback;• Allows most learners to participate successfully

in varying degrees;• Provides opportunities for learners to work

individually, as well as in small groups;• Focuses on the process as well as the product:

THE PERFORMANCE-BASED STRATEGYThe performance task C. Characteristics

• Provides context that have relevance to the students;

• Provides the most realistic assessment of job-related competencies;

• Includes task such as painting, speeches, musical presentations, research papers, investigations, athletic, performance, projects, exhibitions, and other products that requires students to construct a unique response to task.

THE PERFORMANCE-BASED STRATEGYThe performance task D. The teacher’s Role

• Observes a student or group of students performing a specific task;

• Shares with the student the responsibility of developing and organizing the performance task, and setting assessment criteria;

• Assigns a level of proficiency based on the performance.

THE PERFORMANCE-BASED STRATEGYThe performance task E. Considerations

• Provides an excellent way to assess reasoning skills;

• Must have clearly defined criteria for assessment

THE PERFORMANCE-BASED STRATEGYThe Exhibition/DemonstrationA. Definition• Is a performance in which a student

demonstrates individual achievement through application of specific skills and knowledge;

• Is used to assess progress in task that require students to be actively engaged in an activity.

THE PERFORMANCE-BASED STRATEGYThe Exhibition/DemonstrationB. Purpose

• Allow students to show achievement of a skill or knowledge by requiring the student to demonstrate that skill or knowledge in use.


The Exhibition/DemonstrationC. Characteristics• is either an actual or simulation;• It is often used in the Arts;• Is accompanied by a list of performance

attributes as well as the assessment criteria, which should be determined prior to the demonstration;

• Is frequently organized in assessment stations where the stations are used to test a variety of skills.


The Exhibition/DemonstrationD. The teacher’s Role

• Assess how well the student performs a practise, behaviour or skill.

THE PERFORMANCE-BASED STRATEGYThe Exhibition/DemonstrationE. Considerations

• May be interdisciplinary;• May require student initiative and creativity;• May be a competition between individual students

or groups;• May be a collaborative project that students

work on over time;• Should be constructed and administered in a

manner which is equivalent for all students.


The Observational Strategy


Observation A. Definition

- Is a process of systematically viewing and recording student behaviour for the purpose of making programming decisions; permeates the entire teaching process by assisting the teacher in making the decisions required in effective teaching.


ObservationB. Purpose

• Provides systematic, on going information about students in relation to areas of strengths and weaknesses, preferred learning styles, unique interests, learning needs, skills, attitudes, behaviour, and performance related expectations.


ObservationC. Characteristics

• Can be used every day to assess students of different ages, across subject areas, and different settings.

• Is structured with a clear purpose and focus;• Includes a written record which should be as

close to the time of the event as possible. The record should be objective.


ObservationD. Teacher’s Role

• Watches students respond to questions, study, complete assigned task;

• Listens to students as they speak and discuss with others;

• Observes nonverbal forms of communication;

The Observational StrategyObservationD. Teacher’s Role

• Outlines the purpose of the observation by using the following questions as guidelines:

Who will make the observations?Who or what is observed?Why will the observation takes place?When will the observation takes place?When will the observation occur?How will the observation be recorded ?


ObservationD. Teacher’s Role

• Observes the students in variety of situation/settings;

• Draws interference on the basis of the observation gathered;

• Observes the student’s performance, then records observations on recording devices which outline the framework and criteria for observation.


ObservationsE. Considerations

• Are made using a checklist, a set of questions, and/or a journal as a guide to ensure focused, systematic observation.

• Are often the only assessment tool used for demonstration.

• Can be collected by audio tape or videotape.

The Observational StrategyObservations:E. Considerations

• Can limit student’s ability to act naturally if audio tape or video tape is used;

• Can be influenced by bias in the interpretation of an observation;

• Can be considered subjective, where the meaning of the observation is derived only by the professional judgment of what is observed;

• It should not interfere with the natural learning environment.


Personal Communication Strategy


The ConferenceA. Definition

• Is a formal or informal meeting between/among the teacher and student and/or parent;

• Has a clear focus on learning for discussion.


The Conference B. Purpose The conference is used to:• Exchange information or share ideas between

among the individuals at the conference;• Explore the student’s level of understanding of

a particular concept or procedure;• Assess the student’s level of understanding of

a particular concept or procedure;


The Conference B. Purpose

• Enable a student to move ahead more successfully on a particular piece of work;

• Review, clarify, and extend what the student has already completed;

• Help students internalize criteria for good work.


The conference C. Characteristics

• Provides a clear focus for discussion;• Requires that responsibility for the success of

the conference is shared by all participants;• May take place as the learner is exploring a

new concept or topic, or be a goal-setting session or a report on progress;


The conference C. Characteristics

• Is brief , informal and occurs routinely;• Can be effective for both diagnostic and formative assessment.


The conference D. Teacher’s Role • Comes to the conference prepared with specific questions to be answered;

• Gives individual feedback and clarifies misconceptions;

• Puts students at ease, and supports students progress. In case of writing conference, for example, a mini-lesson may be given by the teacher;


The conference D. Teacher’s Role

• Focuses on the process of reasoning followed by the student;

• Records information (conference record) during or immediately following the communication.


The conferenceE. Considerations

• Can be a part of collaborative planning and decision making;

• Is assisted by prepared questions;• Can be an extremely useful formative assessment strategy for the students involved in major projects or independent studies.


The InterviewA. Definition

The interview:• Is a form of conversation in which all

parties (teacher, student and parent) increase their knowledge and understanding.


The Interview B. Purpose

The interview is used to;• Focus on inquiry where the purpose of the meeting is based on investigation;

• Explore the student’s thinking;• Assess the student’s level of understanding of a particular concept or procedure;


The InterviewB. Purpose

The interview is used to;• Gather information, obtain clarification, determine positions and probe for motivations;

• Help determine student’s understanding of qualities of good work.


The InterviewC. Characteristics

• Tends to be a meeting which involves inquiry;

• Can be adapted to probe any problem or any consideration;

• Occurs routinely;• Is usually guided by planned question.


The Interview D. The teacher’s Role

• Is responsible for the initial questions that guide the conversation, as well as the flow and movement of the exchange;

• Generates information during the interview which may lead to decisions, agreements, solutions;

• Allows students to take the lead in the interview when appropriate.


The Interview E. Considerations

• Need time to built in for conversations especially when the purpose is an honest and thoughtful exchange.


ORAL STRATEGYORAL STRATEGY

ORAL STRATEGYORAL STRATEGY

The Questions and Answers

ORAL STRATEGYORAL STRATEGYThe Questions and AnswersA. Definition:Questions:

-Are posed by the teacher to determine if the students understand what is being/has been presented or to extend thinking, generate ideas or problem- solved.

Answers:-To provide opportunities for oral assessment when the student responds to a question by speaking rather than writing.

ORAL STRATEGYORAL STRATEGYQuestions and Answers B. Purpose

Questions and Answers are used to:

• Provide a mechanism which monitors a student‘s understanding while assessing student progress

• Gather information about a student’s learning needs.

ORAL STRATEGYORAL STRATEGYQuestions and Answers C. Characteristics

Questions and Answers:

Help teachers and students clarify their purpose for learning and link previous information with new understandings.

ORAL STRATEGYORAL STRATEGYQuestions and AnswersD. Teacher’s Role

• Notes how students answer questions during instruction to know if the students understand what is being presented or are able to perform skills;

• Should ensure that all students participate, not just those individuals who are typically respond with answers.

ORAL STRATEGYORAL STRATEGYQuestions and AnswersE. Considerations• Can help to ensure that all students are involved if tracking is done to ensure that all students participate:

• Is used with consideration that some individuals are not comfortable or fluent expressing themselves orally.

ORAL STRATEGYORAL STRATEGYThe Classroom PresentationA. Definition

-Is an assessment which requires students to verbalized their knowledge, select and present samples of finished work and organize thoughts, in order to present a summary of learning about topic.

ORAL STRATEGYORAL STRATEGYThe Classroom PresentationB. Purpose

• Provide summative assessment upon completion of a project or an essay;

• Assess students when it is inappropriate or difficult to test a student’s understanding or knowledge with paper- and- pencil test

ORAL STRATEGYORAL STRATEGYThe Classroom Presentation: C. Characteristics:

• Can provide students with an opportunity to use concrete materials to express their ideas and talents;

• May be a teaching tool if the presentation is designed to further the learning of the audience.

ORAL STRATEGYORAL STRATEGYThe Classroom Presentation:D. The Teacher’s Role

• With the students or alone, sets the criteria for assessment of the presentation;

• Monitors student progress at selected stages during student preparation;

• Provides oral or written feedback after the presentation.

ORAL STRATEGYORAL STRATEGYE. ConsiderationsThe Classroom Presentation:• Is a natural form of assessment for speeches, debates and subjects such as the study of languages;

• Holds the potential to increase peer comparisons which may be harmful to some students because of the oral and visual aspects of presentations;

• Is a critical skill to be taught, practiced, assessed and evaluated.


THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGY

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYSELF ASSESSMENTA. Definition

-Is the process of gathering information and reflecting on one’s own learning;-Is the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes;-Leads a student to a greater awareness and understanding of himself or herself as a learner.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYB.PurposeSelf-Assessment is used to:

• Assist students to take more responsibility and ownership of their learning;

• Provide insights and information that enable students to make decisions about their learning and to set personal learning goals;

• Use assessment as a means of learning;

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYB.PurposeSelf-Assessment is used to:

• Focus on both the process and products of learning;

• Help students critique their own work;

• Help students internalize the characteristics/criteria of quality student work.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYC. Characteristics Self-Assessment• Promotes the development of metacognitive ability;• May involved an introspective observation, a product

assessment or a test;• May include attitude surveys, interest inventories, and

personal journals;• Involves questions such as “ How do I learn best?”, “

what are my areas for growth?”, “ where do I need to improve?”;

• Is used to determine if a student’s beliefs about his/her performance correspond to the actual performance observed by the teacher.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYSelf-Assessment D. Teacher’s Role• Guides students by helping students understand

how to reflect on learning;• Provides time and opportunities for self-

assessment;• Designs the questions or selects the self-

assessment tool.• Can use students self-assessment to determine

change or growth in the student’s attitudes, understandings, and achievement;

• Completes the assessment based on personal reflection about achievement or performance.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYSelf-Assessment E. Considerations• Is used to compare whether the student and the teacher have similar views of expected performance and criteria for evaluation;

• Develops gradually as students begin to use the process in daily activities;

• Can help students to witness personal growth through comparison with their own previous work, regardless of ability.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYThe Response JournalA. Definition:

• Provides frequent written reflective responses to a material that a student is reading, viewing, listening to, or discussing.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYThe Response JournalB. Purpose

• Record personal reflections, observations and interpretations.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYThe Response JournalC. Characteristics:

• Allows time for students to formulate well-considered responses;

• Includes both factual information and the student’s personal reflections;

• Is provided within a climate which is non-threatening and open, and which encourages risk-taking;

• Can provide the focus for a student- teacher conference;

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYThe Response JournalC. Characteristics

• Is a vehicle for communication with teachers, peers, parents;

• Can include visual representations (e.g. artwork, sketches);

• Can be used in all subject areas.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYThe Response JournalD. The teachers Role

• Writes comments in the spirit of a dialogue ( by asking questions and sharing thoughts).

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGYThe Response Journal E. Considerations

• Focuses on the process of reflective thinking;• Includes depth of thought and connection with

understandings and experience as appropriate criteria for assessment;

• Respects the personal nature of a journal and the learner’s desire for privacy;

• Does no emphasize the formal aspects of writing style or correctness.


Combination of Strategies

Combination of StrategiesThe PortfolioA. Definition

• Is a purposeful collection of samples of a student’s work that is selective, reflective, and collaborative;

• Demonstrates the range and depth of a student’s achievement, knowledge, and skills overtime and across a variety of contexts;

• Has student involvement in selection of portfolio materials as part of the process;

• Is a visual presentation of a student’s accomplishments, capabilities, strengths, weakness, and progress over a specified time.


The PortfolioB. Purpose• Document typical student work and progress;

• Provide a comprehensive view of the student’s progress, efforts and achievements;

• Reflect growth and progress but may serve different purposes during the year;


The PortfolioB. Purpose• Provide a focus for student reflection on their

own learning;• Build a student’s sense of responsibility for

his/her own learning;• Build a student’s confidence in her/his abilities

as a learner;• Promote an on going process where the students

demonstrate, assess and revise in order to improve and produce quality work.


The PortfolioC. Characteristics • Tracks students progress on a variety of assessment over a period of time;

• Promotes the skills of student self-assessment and goal setting;

• Has a stated purpose and intended audience which are important to the entire process;


The PortfolioC. Characteristics• May include entries that the student and teacher consider as important representations of learning;

• Can provide a focus for a conference or an interview involving the student, the teacher and parents;

• Provides the opportunity for students to practise, assess, and select their work.


The PortfolioD. The Teacher's Role• Makes regular formative assessments during the

portfolio assessment during the portfolio process to determine individual needs and progress toward specified learning expectations in order to provide further instruction;

• Provides regular feedback to students regarding their performance related to pre-stated criteria in order to help the students to improve;


The PortfolioD. The Teacher's Role• Determines or negotiates with the students the purpose for the portfolios, the criteria for selections and the time frame for use;

• Reads the reflections and comments on the student’s assessment of personal learning.


The PortfolioE. Considerations• Is developed collaboratively by teachers and students, including shared development of purpose of portfolio and criteria for selecting samples for inclusion;

• Requires standardization regarding what is included if the portfolio is used for evaluative purposes.

RECORDING DEVICES / TOOLS

Recording Devices / Tools

- Devices that provide various means of organizing the recordings of information about student achievement. Teachers can choose or develop recording devices which suit the teacher’s style, the students and the activity or learning being assessed.


Examples of Recording Devices / Tools:

• Anecdotal Record • Checklist• Rating Scale• Rubric• Learning Log


The Anecdotal RecordA. Definition

• Is a short narrative describing both a behavior and the context in which the behavior occurred;

• Should objectively report specific and observed behaviors;

• Describes student performance in detail and in writing.


The Anecdotal RecordB. Purpose

• provide an on going record of written observations of student progress;

• To record objectively, significant observations that are not part of a formal assessment which might otherwise be forgotten or remembered incorrectly;

• Record observations of unanticipated performances, behaviors, incidents, or events.


The Anecdotal RecordC. Characteristics

• Provides rich portraits of an individual student’s advancement;

• Records observation which have special significance and cannot be obtained from other classroom assessment strategies;

• May appear unstructured since this tool is used to record spontaneous, unexpected demonstrations and / or behaviors, statements;

• Records information on a form which specifies the learner, the date of observation, and a factual description of event or behavior;


The Anecdotal RecordC. Characteristics

• Shows information collected over time and carefully analyzed in order to make accurate judgements about the student achievements;

• Provides a mechanism to recognize patterns of students growth over time;

• Is often used to document a student’s behavior for later reference.


The Anecdotal RecordD. The Teacher’s Role

• Determines which observations are to be considered significant and important;

• Pre-plans the general format of the form with labels (e.g. name of the student, date, time, setting, description);

• States in clear, concise language exactly what is observed;


The Anecdotal RecordD. The Teacher’s Role

• Should record information while the event or behavior is fresh in the teacher’s mind;

• Records incidents with purpose (e.g. in terms of instruction decisions, progress related to a specific students goal);

• Establish a systematic procedure for collecting records on all students, ensuring that no individual is overlooked.


The Anecdotal RecordE. Considerations

• Is time-consuming to read, write, and interpret;

• Is often used in conjuction with other assessment strategies;

• Records interpretations or recommendations seperately from the description of the student’s performance.

Recording Devices / ToolsThe ChecklistA. Definition

• Is a list of actions or descriptions that a rater (teacher) checks off as the particular behavior is observed;

• Is a written list of performance criteria which is used to assess the student performance through observation, or may be used to assess written work;

• Is a list of skills, concepts, behaviors, processes, and/or attitudes that might, or should, occur in a given situation.


The ChecklistB. Purpose

• Record whether a specific skill or behavior was “evident” or “not evident”.

• Record the persence or absence of specific skill or behavior in given situations.

• Record a performance that can and should be shown to students to help them see where improvement is needed.


The ChecklistC. Characteristics

• Is used when the process or product can be broken into components that are judged to be present or absent; adequate or in adequate;

• Provides a list of key attributes of good performance that are checked as either present or absent;



• Is quick and useful with large number of criteria;

• Can be used in a variety of settings to establish the presence or absence of series of conditions;

• Enables the teacher to record wheter a specific skill or behavior was “evident” or “not evident”, or more specifically, whether the behavior was observed or not at the time the checklist was used;



• Includes specific concepts, skills, processes, and/ or attributes which are to be assessed;

• Is diagnostic, reusable and capableof charting student progress;

• Is an efficient way to obtain information about a student’s improvement over time by using the same checklist more than once;



• Is useful for diagnosing an individual student’s strengths and weaknesses;

• Consist of a list of statements which are expected to be exhibited;

• Usually uses a check mark, or other indicator which is placed in the appropriate space on the checklist form to indicate that it has occurred;

• It is useful for students in self and peer assessment.

Recording Devices / ToolsThe ChecklistD. The Teacher’s Role

• Observes, judges, and determines if the student’s performance meets the criteria outlined on the checklist;

• Records the occurrence of the skill, behavior, concept, process, and/or attitude on the checklist;

• Does not evaluate the quality of the work or contribution but indicates that it occurred or was completed;


The ChecklistD. The Teacher’s Role

• Should make a sufficient number of observations about a student before an evaluative judgment is applied


The Rating SkillA. Definition

• Is a simple tool for assessing performance an a several-point scale ranging from low to high. It may have as few as 3 points, or as many as 10 points;

• Assess the extent to which specific facts, skills, attitudes and/or bahaviors are observed in a student’s work or performances;

• Is based on a set of criteria which allows the teacher to judge performance, product, attitudes, and/or behavior along a continuum.

• Is used to judge the quality of performance.


The Rating SkillB. Purpose

• Provide detailed diagnostic information on a student’s performance, product, attitude, behavior in reference to pre-stated criteria.

• Record the frequency or even the degree to which a student exhibits a characteristic;

• Record the range of students achievement in relation to specific behaviors;

• Describe performance along a continuum.


The Rating SkillC. Characteristics• Provides a scale or range of responses for each

item that the teacher is assessing.• Can be analytic or holistic. Analytic rating scales describes a product or

performance on multiple dimensions (e.g. in a writing task the dimensions or criteria that might be rated are organization, mechanics, and creativity).

Holistic rating consider all the scoring criteria simultaneously, rather than assigning separate scores.


The Rating SkillD. The Teachers Role

• Uses a scale to describe the student;• Makes decisions about the student’s work on the basis of description, categories, or topic and assigns a numerical or qualitative description.

Recording Devices / ToolsThe Rating SkillE. Considerations

• Uses statement to rank, describe or identify criteria;• Uses carefully chosen words to describe the meaning of

various points on the scale so that they have the same meaning to different raters (teachers, student, peer).

• It is used best as a single rating scale and applied across all performance criteria. Using many different scales requires the teacher to change focus frequently, distracting attention from the performance and decreasing rating accuracy.


The RubricsA. Definition

• Is a series of statements describing a range of levels of achievement of a process, product or a performance;

• Contains brief, written descriptions of the different levels of student performance;

• Defines desired expectations with specific performance outlined for each level;


The RubricsA. Definition

• Is a descriptive rating scale which requires the rater to choose among the different levels;

• Uses criteria and associated descriptions to assess the actual performance.


The RubricsB. Purpose

• Summarize both student performance and product against pre stated criteria;

• Makes a scoring of student performance more precise than using a list of items;

• Provide a clear description of what “quality” work looks like.


The RubricsC. Characteristics

• Consist of several descriptions each for different level of quality;

• Addresses several qualities (criteria) simultaneously within the same scale and at different levels;

• Uses the same set of variables for each point along the continuum;

• Communicates to students, teachers and parents what is expected in terms of “quality” work;


The RubricsC. Characteristics

• Provides a summative representation of a student’s performance;

• Is used effectively in conjunction with exemplars which are concrete examples of student work at various levels.


The RubricsD. The Teacher’s Role

• Selects which of the descriptions comes closest to the student’s performance.


The RubricsE. Considerations• Can be used in conjunction with self-assessment

and peer review;• Involves student in the process of identifying

important performance criteria which gives him/her ownership of the criteria and provides concrete examples of good and poor performance or products;

• Can be designed for a specific task such as a design project, or it may be designed for generic skills such as problem-solving.


The Learning LogA. Definition

• Is an on going record by the student of what he/she does while working on a particular task or assignment;

• Makes visible what a student is thinking and/or doing through frequent recording over time.


The Learning LogB. Purpose • Show student progress and growth over time;

• Provide the student with the opportunities to gather and interpret information, to ask questions, and to make connections.


The Learning LogC. Characteristics

• Is a useful tool if students are working on a project which stretches over several days or even weeks;

• Can provide a helpful focus for discussion during a conference where progress is assessed;

• Provides unlimited opportunities for individualized reading and writing on a consistent basis.


The Learning LogD. The Teacher’s Role

• Provides the guidelines for the maintenance of the learning log;

• Provides regular feedback to the students.


The Learning LogE. Considerations

• May present a challenge for some students who have difficult time expressing their thoughts in writing;

• Provides students with opportunities for reflection about their progress towards a stated goal.

Non-Test Monitoring and Assessment

1. Oral and Written reports- Students research a topic and then present either orally or in written form.

2. Teacher observation- the teacher observes students while they work to make certain the students understand the assignment and are on task.

3. Journal- students write daily on assigned or personal topics

4. Portfolio- teachers collects samples of student’s work and saves for determined amount of time.

5. Slates or hand signals- students use slates or hand signals as a means of signalling answers to the teacher.


6. Games-teachers utilized fun activities to have students practice and review concepts.

7. Projects-the students research on a topic and present it in a creative way.

8. Debates- the students take opposing position on a topic and defend their position.

9. Checklist-the teacher will make a list of objectives that students need to master and then check off the skills as the student masters.

10. Cartooning- students will use drawings to depict situation and ideas.


11. Models- The student produce a miniature replica of a given topic.

12. Notes- students write a summary of a lesson.13. Daily assignments- the students complete the

work assigned on a daily basis to be completed at the school or home.

14. Anecdotal record- the teachers record a student’s behavior.

15. Panel- a group of students verbally present information.


16. Learning centers- students use teacher provided activities for hands-on learning.

17. Demonstration- students present a visual enactment of a particular skill or activity.

18. Problem solving- student follow a step-by-step solution of a problem.

19. Discussion- Students in a group verbally interact on a given topic.

20. Organize note sheets and study guides- students collect information to help pass a test.

Thank you..

assessing curriculum

Education