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Assessment StrategiesVisual Tools
EDUC 4454P/J Methods
Assessment includes a wide variety of tools & strategies
.... depending on the nature of the task
that are chosen selectively & purposefully
... depending on the amount & type of information required
This could include:Rubrics TestsObservation surveys ChecklistsExemplars Rating scalesRunning records Samples of writing/workStudents’ records of their Direct Observation independent learning InterviewsPortfolios Oral reportsAnecdotal records Research projectsConferences Performance tasks
Assessment Tools
Tools are what a teacher uses to record and/or categorize his or her observations/assessment data gathered through the use of various strategies
Tools should provide a clear picture of what the learning should look like (e.g. criteria & indicators)
Types of Assessment Tools
Anecdotal Records Checklists Rating scales Rubrics
Anecdotal Records Capture & describe student performance Are gathered on specific “look-fors” pre-
determined by the teacher Are systematic & planned for opportunities Allow the teacher to view the student “in
action” Provide a rich portrait of student performance
in concise language Should be dated & recorded accurately &
objectively during an event or soon after
Anecdotal records should be used: To make observations which often cannot
easily be obtained using other assessment strategies
To provide a rich portrait of individual students To have written evidence of student progress,
interests, strengths, and areas of needs To build an ongoing information file on each
student To serve as the main assessment tool for
primary students
Rating Scales Assess performance on a several-point scale
ranging from low to high, which may have as few as 3 points or as many as 10.
Rating scales may be used to record the frequency or even the degree to which a student exhibits a characteristic, to describe a performance along a continuum or to record a range of achievement in relation to specific behaviours.
Rating scales can be used: To assess a single performance, such as an
oral retelling or a reader’s theatre presentation To judge the quality of a performance To provide diagnostic information To assess the extent to which specific skills,
facts, attitudes and/or behaviours are observed in a student’s work or performance
Checklists Provide a record of the presence or absence of
taught/acquired concept, skill, process or attitude
Provide a list of criteria to be looked for and assessed in the completion of a task
Include a teacher-made list based on content and/or processes related to knowledge, skills, and/or attitudes
Checklists should be used:
To judge the process or product of a student’s performance when it can be assessed as correct/incorrect; present/absent; adequate/inadequate
Rubrics Include a description of specific, observable
criteria in the four categories of knowledge & skills
Use a range of levels of quality used to assess student work
Include a scale which uses brief statements based on criteria to describe the levels of achievement
Assess a wide variety of tasks or activities both holistically & analytically
Rubrics should be used: When teachers want to assess complex tasks
in a detailed & specific manner linked to the categories on the achievement chart of the curriculum documents
Rubrics are most effective: when used selectively for appropriate tasks
(complex, rich performance tasks) When developed by the teacher & shared with
students before the performance task When examples are provided at each
achievement level When teacher & student analyze the examples
together When students use the rubric to guide their
work
Assessment Strategies Strategies are the means by which a
teacher assesses student progress Teacher must consider whether the
strategy will allow for the demonstration of the identified expectations or behaviours
Strategies provide specific ways for students to demonstrate their learning. Students can:
SAY WRITE DO
Tracking Sheets
A method of monitoring (keeping track) student movement through learning centres or stations
Serve as a record of what the student has accomplished
Can be used for assessment
Refer to Creating the Dynamic Classroom
pp. 82-89
Self - Assessment
the process by which students gather information about and reflect on their own learning
involves such questions as:
involves meta-cognition
Peer – Assessment:
A reflective activity that requires students, individually or as a group to reflect upon and make observations about the performance of one or more peers
Quizzes & Tests:
Assessment strategies that require students to respond to prompts in order to demonstrate their knowledge or skills
Oral ,Written, or Performance
A well developed teacher test is based on: instructioncourse contentthe skill and concepts in the unit of
study
Ensure that the tasks allow students to demonstrate their knowledge, skills and attitudes.
Modify or develop alternative tasks for students with special needs.