1.

Diagnostic Assessment and evaluation - usually occur at the beginning of SY and before each unit of study

Diagnostic Test
By examining results, teachers can determine where to

begin instruction and what concepts and skills to emphasize

Provides information essential to teachers in selecting

relevant learning objectives and in designing appropriate learning experiences for all students individually and as group members

Diagnostic Test
Enables teachers and students to determine progress

and future direction

Provides support for instructional decisions

(i.e. Writing Strategies Questionnaire and the Reading Interest/Attitude Inventory)

2. Formative Assessment and Evaluation

Focus on the processes and products of learning
Continuous, meant to inform the student, the

parent/guardian, and the teacher of the students progress toward the curriculum objectives. Provides information upon which instructional decisions and adaptations can be made Provides students with directions for future learning

 Involvement in creating their own instruments or

adapting the ones made by teacher allows students to focus on what they are trying to achieve Develops their thinking skills and helps them to become reflective learners Peer assessment is a useful formative evealuation technique

 Students must be provided with assistance and the

oportunity to observe a model peer assessment session

Students have the opportunity to become critical and

creative thinkers who can clearly communicate ideas and thoughts to others Instruments (checklists or learning logs, and interviews or conference provide useful data

3. Summative Assessment and Evaluation

Occur most often at the end of the unit of instruction

and a term or year when students are ready to demonstrate achievement of curriculum objectives
Main purposes are to determine knowledge, skills,

abilities and attitudes that have developed over a given period of time

 Main purposes are to determine knowledge, skills,

abilties and attitudes have developed over a given period of time To summarize student progress andto report this progress to studnets, parents/guardians and teachers

 Summative judgments are based upon criteria derived

from curriculum objectives

Involving students in designing the evaluation

instruments, students are enabled to understand and internalize the criteria by which their progress will be determined

 Often, asssessment and evaluation results provide

both fromative and summative info

Ex. summative eval. Can be used formatively to make

decisions about changes to instructional startegies, currciculum topics or learning environment

 Similarly, formative eval assist teachers in making

summative judgements about student progress and determining where further instruction is necessary for individuals or groups

Types of assessment tools

Assessment data can be collected and recorded by both the teacher and students in a variety of ways: - observation of students - interviews or conferences
*teachers can dsicover more about their students knowledge, abilities, interests and needs

Whatever method of data collection, teachers should

Meet with students reguklarly to discuss their progress
Adjust learning criterai as clearners change and

progress

1. Observation
-occurs during stdents daily readibng, wrting, listening

and speaking Observations can be recorded AS ANECDOTAL NOTES And on checklists or rating skills

2. Anecdotal Records
Notes written by the teacher regarding student

language behavior or learning They document and describe significant daily events and progressThese notes can be taken during student activities or at the end of the day Formats for collection should be flexible and easy to use

Guidelines for use anecdotal records

Record the observation and the circumstance in which

the learning experience occurs. There will be time to analyze notes at another time, perhaps at the end of the day, or after several observations about one student have been accumulated.

 Make the task of daily note taking manageable by

focusing on clearly definded objectives or purposes, and by identifying only few students to observe during a designated period of time. However, learning and progress cannot be scheduled, and it is valuable to note other observations of importance as they occur.

 Record data on loose leaf sheets and keep these in a 3

ring binder with a page designated for each student and organized alphabetically by students last names or class. This format allows the teacher to add pages as necessary.

 Write the notes on recipe cards and then file these

alphabetically
Use adhesive note papers that can be attached to the

students pages or recipe card files.

Design structured forms for collection of specific data

 Use a combination of the above suggestions

Teachers may choose to keep running written observations for each student or they may use a more structured approach, constructing charts that focus each observation on the collection of specific data. A combination of open-ended notes and structured forms may also be used. It is important to date all observations recorded.

 3. Checklists

- usually completed while students are engaged in speciifc activities or processesses - are lists of specific criteria that that teachers focus on at a particular time or during a particular process -are used to record whether students have acquired specific knowledge, skills, processes, abilities and attitudes

Guidelines for using checklist

Determine the observation criteria from curriculum,

unit and lesson objectives

Review specific criteria with students before beginning

the observation
Involve students in developing some or all the criteria

whenever it will be beneficial to do so

 Choose criteria that are easily observed to prevent

vagueness and increase objectivity

Use jargon-free language to describe criteria so that

data can be used in interviews with students and parents

Make the observation manageable by keeping the no.

of criteria to less than 8 and by limiting the no. of students to observe to a few at one time

 Have students construct and use checklists for peer

and self-assessments
Summarize checklist data regularly Use or adapt existing checklists from other sources

 Use yes-no checklists to identify whether a specific

action has been completed or if a particular quality is present

Use tally checklists to note the frequency of the action

observed or recorded
Constrcut all checklists with space for recording

anecdotal notes or comments

4. Rating Scales and rubrics

- records the extent to which specific criteria have

been achieved by the student or are present in the students work

- records the quality of a students performance at a given time or within a given process - similar to checklists and teachers can convert checklist to rating scales by assigning number values to the various criteria listed

 - can be assigned as number lines or as holistic scales

or rubrics. (rubrics include criteria that describe each level at the rating scale and are used to determine student progress in comparisson to these expectations.)
- all formats for rating student progress should be

concise and clear

Guidelines for use in rating scales and rubrics

Dtermine specific assessment critrrea from curriculum

objectives, components of a particular activity or student needs Discuss or develop the specific criteria with students before beginning the assessment
Choose criteria that students have had the opportunity

to practice.These critreia may differ from student to student, dependinh upon their strngths and needs

 Use jargon free language to describe criteria so that

data can be used effectively in interviews wd students and parents

Keep the no of critria to less tnan 8 and by limiting the

no of students observed to a few at one time Use or adapt rating scales and rubrics from other sources

 Use numbered continuums to measure the degree to

wich studdents are successful at accomplishing a skill or activity

Use rubrics when the observation calls for a holistic

rating scale. Rubrics decsribe the attributes of a sttudent knowledge or achievements on a numberedd continuum of possibilities