Tools to Assess the

Curriculum

Recording Devices/ Tools

This provides the various means of
organizing the recordings of information
about student achievement.
Teachers can choose or develop
recording devices which suit the teachers
style, the students and the activity or
learning being assessed. These are:
1. Anecdotal Record
2. Checklist
3. Rating Scale

Anecdotal Record
A. Definition
it is a short narrative describing
both a behavior and the context in
which the behavior occurred;
should objectively report specific
and observed behaviors;
describes students performance in
detail and in writing.

B. Purpose
provide an outgoing record of
written observation 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.

C. Characteristics
provides rich portraits of an
individuals achievement;
records information of a form which
specifies the learner, date of
observation and a factual description
of the event or behavior;
provides a mechanism to recognize
patterns of student growth overtime;
is often used to document a
students behavior for later
reference.

D. Teachers Role
determines which observation
are to be considered significant and
important;
states in clear, concise,
language exactly what is being
observed;
should record information while
the event or behavior is fresh in the
teachers mind;
establishes a systematic
procedure for collecting records on

E. Considerations
is time-consuming to read,
write and interpret;
is often used in conjunction with
other assessment strategies;
records interpretations or
recommendations separately from
the description of the students
performance;

The Checklist
A. Definition
is a list of actions or descriptions that
a rater (teacher) checks off as the
particular behavior or expectation is
observed;
is a written list of performance or
criteria which is used to assess
student performance through
observation or may be used to
assess written work

B. Purpose
record whether a specific skill or
behavior was evident or not
evident.
record the presence or absence of
specific behaviors in given situations.
C. Characteristic
is used when the process or product
can be broken into components that are
judged to be present or absent;
adequate or inadequate;

is quick and useful with large

number of criteria
is an efficient way to obtain
information about students
improvement over time by using the
same checklist more than once;
consists of 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.

D. Teachers Role
observes, judges, and
determines if a students
performance meets the criteria
outlined on the checklist;
does not evaluate the quality
of work or contribution but
indicated that it occurred or was
completed.

The Rating Scale

A. Definition
is a simple tool for assessing
performing on a several-point scale
ranging from low to high. It may have
as few as 3 points, or as many as 10
points;
is based on a criteria which allows the
teacher to judge the performance,
product, attitude, and/or behavior
along a continuum;
is used to judge the quality of a

B. Purpose
record the frequency or even the degree
to which a student exhibits a
characteristic;
record the range of a student
achievement in relation to specific
behaviors
C. Characteristic
can be analytic or holistic. Analytic
rating scale describe 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 writings

Holistic
Ratings

Analytic Rating
Scale

D. Teachers Role
makes decision about the students
work on the basis of description,
categories, or topic and assigns a
numerical or qualitative description.
E. Considerations
uses statements 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. (teacher,
student, peer)

The Rubrics
A. Definition
contains brief, written descriptions of
the different levels of student
performance;
is a descriptive rating scale which
requires the rater to choose among
the different levels.

B. Purpose
summarize both student
performance and product against
pre-stated criteria;
make scoring of student
performance more precise than
using a list of items.
C. Characteristics
consists of several descriptions,
each for different level of quality;
uses specific descriptions of each
of the variables for each point
along the continuum;

D. Teachers Role
selects which of the
description comes closest to the
students performance.
E. Considerations
can be used in conjunction
with self-assessment and peer
review
involves students in the
process of identifying important
performance criteria which gives
him/her the ownership of the

The Learning Log

A. Description
is an outgoing record by the student of what s/he
does while working on a particular task or
assignment;
makes visible what a student is thinking and/or doing
through frequent recordings over time.
B. Purpose
show student progress and growth over time;
provide the student with the opportunities to gather
and interpret information, ask questions and to make
connection.

D. Teachers Role
provides the guideline for the
maintenance of the learning log;
provides regular feedback to the
students.
E. Considerations
may present a challenge for some
students who have difficult time
express their thoughts in writing;
provides students with opportunities
for reflection about their progress
towards a stated goal.

Non-test Monitoring and

Assessment
1. Oral 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 of students work- teacher collects samples
of students work and saves for determined amount of
time.
5. slates or hand signals- students used this as a
means of signaling answers to the teacher.

6. Games- teachers utilize fun, activities to have the

students practice and review concepts.
7. Projects- the students research on 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 skill as
the student masters it.
10. Cartooning- students will use drawings to depict
situation.
11. Models- the students produce a miniature of replica
of a given topic.
12. Notes- students write a summary of the 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 teacher records a
students behavior.
15. Panel- A group of students verbally
present information.
16. Learning Centers- students use teacher
provided activities for hands-on learning
activities.
17. Demonstration- students present a visual
enactment of particular skill or activity.
18. Problem solving- student follow up a stepby-step solution of a problem.
19. Discussions- Students in a group verbally

Answer and explain.

1. What is the most effective
recording device/s for you? Why?
2. How does non-monitoring and
assessment affects the learners?
3. Are these two (recording
devices and non-test monitoring and
assessment) influences the
curriculum? Why do you say so?

Assignment: In sheet of paper,

define the ff.
1. Curriculum
2. Instruction
3. Assessment
Ref: Curriculum Development by
Purita Bilbao, Module IV. Lesson IV,
pp. 153-155