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A COLLECTION OF ASSESSMENT STRATEGIES.
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Alaska Department of Education & Early Development
A Collection of Assessment Strategies
Each portion of this section describes and analyzes a particular type of assessment strategy,
then lists sources of further information. Following those discussions, samples show how
each type of strategy might be used at various grade levels.
The following assessment strategies are examples of classroom-based assessment. Most of
the examples are embedded assessment (that is, the assessment is part of instruction and
informs the teacher how to adjust instruction during the teaching process). They may also
provide ongoing documentation of a student's ability relative to the Alaska Content
Standards. These examples are not designed to be used as final assessment rubrics to
quantify whether or not the students have achieved the Alaska Content Standards.
Performance tasks addressing the content standards and related assessment rubrics for those
tasks will be developed at a later date.
Index to Assessment Strategies and Samples
A. Graphic Organizers Hypercard Stack
Flow Chart
Webbing
Right Angle Chart
Venn Diagram
KWL Chart (What We Know Chart or Prior Knowledge Chart)
B. Interviews Susitna Elementary Think/Talk Project
Primary Math Interview
Primary Science Interview
Project Interview
Questioning Suggestions
High School Problem Solving Interview
C. Observation Observation Checklist
Problem Solving Observation Checklist
Observational Inventory of Scientific Attitudes
Detachable Labels
3x5 Card Notes
Cooperative Groupwork--Checklist
Cooperative Groupwork--Likert Scale
Cooperative Performance Indicators--Holistic Scale
D. Performance Tasks Fishing Formulas
Stop That Bicycle Task
Mystery Powders
Sink/Float Performance Task
E. Creative Performances and Exhibitions Use of Drama During Animal Observations
Use of Dance in Teaching About Air
Presentation Assessment Guide
Pictorial Math Problem Solving
Musical Concept Task
Oral Contributions
F. Self- and Peer-Evaluations Problem Solving Rating Scale
Portfolio Reflection Items
Questions for Reflective Feedback
Student Reflective Focus Questions: Problem Solving
Observation Checklist for Peer- and Self-Evaluations
Experimental Design Feedback
Cooperative Groupwork Self Assessment Checklist
G. Journals and Learning Logs Reflective Log
Fractions Journal Entry
Learning Log
Math Log
Note Taking/Note Making
H. Contracts Elementary Contract
Contract Likert Scale
Learning Contract
Sample Contract for a Project
Contract Worksheet
I. Familiar Assessment Tools: Tests Fill in the Blank
Matching Example
True/False
Short Response
Essay
J. Scoring Guides Analytical Trait Scale for Multiplication
Checklist
Habitat Concept Checklist
Habitat Concept Likert Scale
Habitat Concept Analytical Trait Scale
Habitat Concept Holistic Scale
K. Portfolios Science Portfolio Content Guide
Math and Science Autobiographies
Portfolio Entries for Young Children
NCTM Draft Rubric Standards for Evaluating Math Portfolios For Young Children
L. Reporting: Report Cards, Grades, Student-Led Conferences
Graphic Organizers
Webbing, Content/Concept Maps, What We Know/Want
to Know/Learned (KWL) Charts, Hypercard, Outlines,
Timelines, Flow Charts, Venn Diagrams
Graphic Organizers are maps that represent student thinking. They involve students in skills
like sequencing, comparing and classifying to create representations of concepts and
processes. These mental maps depict complex relationships and can become "blue prints"
that make abstract ideas more visible and concrete
Evaluation Purposes:
They permit the visual
comparison of student
understanding to expert
knowledge.
They illuminate preconceptions.
They help students make their
thinking visible (developing and
supporting visual learning
modalities).
They can be used as advanced
organizers for students since they
help students self-assess their
Webbing:
current knowledge.
Thoughts:
Graphic organizers would be
more creative, challenging, and
fun than traditional essay or
objective style questions on tests.
Graphic organizers could also be
required within presentations and
projects.
Assessment Comments:
Categories/Hierarchies____________
Content Accuracy____________
Flow Chart:
Assessment Feedback:
Flowchart Sequencing____________
Factual Accuracy____________
Hypercard Stack: (A computer application that allows students to link
information in non-linear, visual formats)
Assessment Criteria:
____Functional Categories/Hierarchies
____Content Accuracy
Graphic Organizers
Right Angle Chart:
Students complete the diagram by listing facts
about the topic on the right and feelings and
associations on the left.
Venn Diagram:
Set A is the set of quadrilaterals that are
equilateral.
Set B is the set of quadrilaterals that
have two pair of parallel sides.
Assessment Feedback (Pre- vs. Post- Charts):
Set C is the set of quadrilaterals that are
equal-angular.
Assessment Checklist:
___Are the circle attributes described
correctly?
___Are overlapping subsets identified
correctly?
___Is the content accurate?
KWL Charts:
what we Know, what we Want to learn, what we
Learned.
These provide the teacher with information on
the students' preconceptions and interests. They
document the progress of the class as a whole
but not individual attainment.
For More Information:
Burke, K. (1993). The Mindful
School: How to Assess
Thoughtful Outcomes. Palatine,
Illinois: IRI/Skylight Publishing,
Inc. Pgs. 117-126.
Murphy, N. (1994). Authentic
Assessment for the Learning
Cycle Model in Schafer, L (ed.)
(1994). Columbus Ohio: ERIC
Clearinghouse for Science,
Mathematics, and Environmental
Education. Pgs. 18-20.
Interviews
Interviews involve observing and questioning students to get a better idea of their attitudes,
thinking processes, level of understanding, ability to make connections, or ability to
communicate or apply concepts.
Evaluation Purposes:
They are effective at
diagnosing both strengths and
needs.
They encourage students to
reflect upon their own
thinking.
They provide additional
information on exceptional
students.
Thoughts:
Interviews can occur formally
or informally. Use tools or
manipulatives
Ask the student to do a task
and to explain what they are
doing and why as they work,
or you can do the task yourself
and have the student tell what
s/he thinks you are doing and
why (valuable for at-risk
students).
Keep records with either a
Structured Interview:
video/audio recorder, rubric or
anecdotal notes.
Not all students need to be
interviewed on a given set of
tasks.
Allow plenty of wait time so
that the student can give
thoughtful responses. Refrain
from teaching or asking
leading questions.
Ask students to describe their
thought processes while they
are solving problems (use
think/talk techniques). Susitna
Elementary in Anchorage has
piloted a Think/Talk Project.
Susitna Elementary Think/Talk
Project:
Discuss your strategy for solving this
problem:
(Solve the problem then explain how
you solved the problem.)
Performance Task Interview: Collecting Data
Materials: 10 colored flower
pictures
4 red, 5 blue, 1 green
Data sheet:
Interview Questions: Comments
1) Sort the flowers by color
2) Place them on the chart paper in
line above the same flower (model if
necessary)
3) Which flower color is most
common?
Interviews
Project Interview:
What question are you trying to answer with your
graphing project:
Why some carts go faster than others.
How will your graph answer that question?
Because it will show if heavier carts tend to go
down my ramp faster or slower than light carts.
Does that answer your question 'why'?
It tells me whether or not extra weight improves
their speed, but not other things.
How would you rephrase your question?
How does weight affect the speed of my cart?
Questioning Suggestions:
Ask questions that will help you better
understand student behavior and
understanding:
What did you do first?
Why?
Can you describe your
solution?
Will you explain what you are
doing?
What should you do next?
Can you describe any patterns
you see?
Problem Solving Interview Questions:
Please describe your problem to me.
There might be many ways to solve it.
Can you describe several possibilities?
What problems can you think of that are
similar to your original problem?
Evaluation
Feedback:_____self_____peer__x__teacher
yes/not yet ____Can you explain the problem?
____Can you brainstorm ways to solve it?
____Can you relate this problem to others like it?
For More Information:
Ann Arbor Public Schools.
(1993). Alternative Assessment:
Evaluating Student
Performance in Elementary
Mathematics. Palo Alto, CA:
Dale Seymour Publications. Pg.
12-27.
Stenmark, J. K. (ed). (1991).
Mathematics Assessment:
Myths, Models, Good
Questions . Reston, VA:
NCTM Pg. 28-33.
Observation
Anecdotal Notes, Video, Audio, Photos
Observations are a commonly used method to informally assess student behaviors,
attitudes, skills, concepts or processes. Anecdotal notes, checklists, video, audio recordings,
or photos may be used to formalize and document the observations made.
Evaluation Purposes:
Use observations to collect
data on behaviors that are
difficult to assess by other
methods (e.g., attitude toward
problem solving, selection
and usage of a specific
strategy, modeling a concept
with a manipulative, ability
to work effectively in a
group, persistence,
concentration).
Observe and record the way
students solve problems and
complete tasks.
Ascertain whether students
(individually or in a group)
are attaining the intended
objectives with observational
tools. (Do I need to reteach?
Are students ready to move
on?).
Thoughts:
Record and date your
observations during or soon
after the observation.
Develop a shorthand system.
Distinguish from inferences.
Observe students in a natural
classroom setting so you can
see how they respond under
normal conditions. It is easier
to observe students' behavior
if they are working in small
groups rather than alone.
Checklist Format: Science Process Skills
students
Have an observation plan, but
be flexible enough to note
other significant behavior.
You may find it helpful to
record either many behaviors
for one student or one
behavior for many students.
Use technology like Newton
or bar code readers.
3x5 Card Notes
Student: Larry Week: 1/19/94
Objectives: Demonstrates
understanding of place value
concepts.
Observations:
Regroups and trades up with 2 digit
addition.
Still has difficulty trading down for 2
digit subtraction with numbers, but is
successful doing it with
manipulatives on a place-value chart
"If students have internalized the underlying
concepts of problem solving, we should hear them
asking such questions as these:
What's this problem really about?
Why is this true (or not true)?
What's a good next step?
What do we still need to know?
Is there another explanation?
What if we changed this part?"
(Stenmark, 1991 p. 28)
Observation
Problem Solving Checklist:
Observational Inventory of
Scientific Attitudes:
Student's Name: Cherry
Detachable Labels:
Keep a clipboard with sheets of
computer labels attached.
Keep a 3-ringed notebook with
pages for each student. Create
sections for the skills and concepts
you are targeting.
As you observe the students, record
anecdotes on a label. Include the
student's name and the date.
At the end of each day, peel the
labels and attach them to the
student's page in the ring binder.
For More Information:
Ann Arbor Public Schools. (1993).
Alternative Assessment: Evaluating
Student Performance in Elementary
Mathematics. Palo Alto, CA: Dale
Seymour Publications. Pgs. 28-29.
Burke, K. (1993). The Mindful
School: How to Assess Thoughtful
Outcomes. Palatine, Illinois:
IRI/Skylight Publishing, Inc. Pgs.
110-116.
Murphy, N. (1994). Authentic
Assessment for the Learning Cycle
Model in Schafer, L (ed) (1994).
Behind The Methods Class Door:
Educating Elementary And Middle
School Science Teachers. Columbus
Ohio: ERIC Clearinghouse for
Science, Mathematics, and
Environmental Education. Pg. 28.
Ostlund, K. (1992). Science Process
Skills: Assessing Hands-On Student
Performance. NY: Addison-Wesley
(all chapters).
Performance Tasks
Performance tasks are learning activities that are scored according to specified criteria.
These may vary from brief, on-demand tasks to long term, complex projects.
Evaluation Purposes:
Use performance tasks to assess students' ability
to demonstrate and apply skills and concepts.
They simultaneously enhance and evaluate
students' ability to use appropriate mathematical
and science representations.
Performance tasks may involve explaining one's
work or the process used, formulating hypotheses,
explaining mathematical or scientific situations,
writing procedures, creating new related
problems, making generalizations, describing
patterns or solutions, and so on.
Scoring is often accomplished through
performance task cards, analytical trait scales,
checklists, or holistic scales.
Thoughts:
Criteria for performance tasks: (these will be in a
web in final product)
Engaging (thought provoking)
Equitable
Open Ended -vs.- one correct response
Feasible
Actively engages the student
Rich (many possibilities)
Authentic/rich/meaningful/relevant/real world
Essential to core of curriculum
Varying degrees of structure
Complete-able
Performance tasks allow the examination of the
process used as well as the answer or finished
project.
They can be used with groups as well as
individuals.
Fishing Formulas:
Your task is to help a fish-
loving Fairbanks couple decide
how to gather their winter's
supply of salmon. Whole
salmon costs $3 per pound at
the store. Do they have a
chance at catching enough fish
in one dip-netting trip to
Chitina to make the trip cost-
effective (i.e. to beat the cost
of $3/LB).
List the costs of the
dip-netting trip that
they will have to
consider. (If you know
that a cost will be
important but you do
not know the exact
value of that item, ask
your teacher for the
information.)
Use a spreadsheet and
graph your results to
determine how many
pounds of fish they will
have to catch to break
even with the cost of
purchasing that much
salmon.
Answer the question:
Will it be more or less
cost effective to fish for
salmon at Chitina than
to buy them in
Fairbanks? Explain
your answer.
Assessment Criteria:
Identified the cost categories:
____salmon price/LB
____ave. weight of salmon
____travel expenses
____cost of fishing licenses
____gear/dipnet costs
____cooler/ice costs
____salary lost for vacation
Used an effective formula in
the spreadsheet to determine
how the fixed costs of the trip
become variable costs/LB of
caught salmon.
____sum of fixed costs / lbs
caught = cost/lb
____other effective formula?
Correctly graphed the data to
answer the question.
____graphed the linear
horizontal slope of the costs/lb
of purchased salmon.
____graphed negative non-
linear slope of costs/lb caught
fish.
Correctly interpreted graph and
answered the question.
____determined break-even
point in terms of cost per lb
____translated to ave. wt of
fish and considered catch
limits.
Performance Tasks
Mystery Powders: Laboratory Instruction
Participate with the entire class to learn about
the tests that identify the following powders.
Take careful notes about the tests and your
Sink/Float Performance Task:
The teacher says:
Draw and design 2 different boats using
the materials in your bag. Predict whether
or not they will float. Build them. Test
observations.
them. Circle the picture of your best boat.
Assessment Comments:
spatial visualization:
prediction skills:
observation skills:
Assessment Checklist:
For More Information:
Ann Arbor Public Schools. (1993).
Alternative Assessment: Evaluating
Student Performance in Elementary
mathematics. Palo Alto, CA: Dale
Seymour Publications. Pg. 49
Shavelson, R.J. (1994). Laboratory
Notebook: Performance
Assessment in Science. Santa
Barbara, CA: University of
California. (In Reference Kit
Resource Notebook. Pgs. 60-61)
Stenmark, J. K. (ed). (1991).
Mathematics Assessment: Myths,
Models, Good Questions Reston,
VA: NCTM. Pgs. 12-25.
Creative Performances and Exhibitions
Drama, Dance, Songs, Oral Presentations, Artworks,
Authentic Products
Allow many opportunities for students to use kinesthetic, artistic, musical, spatial, media,
and other modalities to demonstrate their understanding of concepts and application of
skills.
Evaluation Purposes:
Use creative performance as a
way for students to
communicate their
understanding of concepts that
require difficult terminology.
Develop collaborative creative
performances to assess
students' use of group problem
solving and collaboration.
Encourage your students to
demonstrate their mastery of
technology while creating
performances.
Use performances as a means
to assess attitudes and
awareness.
Allow students with different
learning and communication
styles to express their
knowledge through
performances.
Thoughts:
Performances and exhibitions
motivate students to get
Drama:
Often animal observations do not occur as planned
or predicted. For example, when students observe
snails and meal worms for positive, negative or
neutral reactions to stimuli, the animals do not
always respond consistently. Teachers can
augment the effectiveness of the activity by having
the students pretend to be food snails and acting
out negative, positive, and neutral reactions. They
can observe whether or not the students can
operationalize these three kinds of reactions, and
they simultaneously keep the students
productively active while still watching for the
responses of the actual animals (Murphy, 1994, p
25).
Dance
After exploring "air as matter" the teacher asks the
students to pretend that they are each an individual
molecule of air. They are to pantomime the action
of the molecules of air as the teacher pretends to
control the temperature. Some students spread
their arms and bask in the heat, and they say that
they are expanding with the heat. Others coil up
from fear of being burned. Others begin to move
more actively around the room, bouncing off each
involved and have ownership
in their own learning.
These may be done
individually or with a group.
Ask students to create
assessment rubrics to help
them plan their performances.
other. These demonstrations provide the teacher
with important knowledge about the current
schema of these students (Murphy, 1994, p 25).
For More Information:
Burke, K. (1993). The Mindful
School: How to Assess
Thoughtful Outcomes.
Palatine, Illinois: IRI/Skylight
Publishing, Inc.
Presentation Assessment Checklist:
____Does the presentation demonstrate
knowledge of the concept?
Comments:
____Did the student use an effective process to
plan the performance (visualize, preplan, practice,
edit, perform)?
Comments:
Creative Performances and Exhibitions
Pictorial Math Problem Solving:
Draw a comic strip of this word problem. In the 5th
frame draw a solution to the problem:
Frame 1: Three moose swam across the river to the
sand bar.
Frame 2: One bear swam to the sand bar.
Frame 3: Two moose swam back from the sand bar to
the river bank.
Frame 4: The bear watched them swim.
Frame 5: How many animals remain on the sand bar?
Frame 6: What happens next?
Musical Concept Task:
Write a song about the aurora
that explains the reasons for the
different colors.
Assessment Scoring Guide:
____ 5 pt The correct colors are
identified.
____ 5 pt The correct
explanations are included.
____ 5 pt The song is engaging,
melodic, & rhythmic.
Assessment Checklist:
____Correctly sequences the comic frames
____Includes the correct # of animals in each frame
____Solves the problem
Oral Contributions Holistic Scale:
Self and Peer-Evaluations
Students are asked to reflect on, make a judgment about, and then report on their own or a
peer's behavior and performance. The responses may be used to evaluate both performance
and attitude. Typical evaluation tools could include sentence completion, Likert scales,
checklists, or holistic scales.
Evaluation Purposes:
Self and peer evaluations help us gain
information on how students view
their own performance and/or how
peers view their performance.
They provide data on student or group
attitudes, feelings, opinions, and
views.
Problem Solving Rating Scale
They encourage reflection and
communication about desirable
performance criteria.
Thoughts:
It is common for students to have
difficulty when they are first asked to
report their feelings, beliefs,
intentions, or thinking processes. It is
even more difficult to report on their
peers' performance. Make the process
safer by using it for formative rather
than summative purposes.
Model evaluating your own
performance, or provide examples.
Another strategy is to introduce
constructive feedback. Models help
students develop their sense of
standards for their own performance.
Work on constructive feedback
between students. Do a lot of
modeling first, and then make one
positive statement and one area for
improvement. The students then will
pick another classmate to make a
positive and an improvement
comment as well.
Let students do a private self-
assessment that no one else sees. This
allows for an honest sense of their
own level of understanding and
performance.
Self-assessment and peer assessment
can sometimes be combined onto one
checklist format; however, one set of
responses may influence the other.
Portfolio Reflection Items:
Choose two sentences to complete for each
item in your portfolio:
Reflective Feedback:
How did you feel about this activity?
I chose this piece to be in my portfolio
because:
If I could continue working on this piece, I
would:
While working on this piece I learned:
Would you like to do this activity again?
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Last modified on: Sun, Jun 16, 1996.