Essential Assessment Protocols
What about some bright ideas for assessing
your students? Below you will find my ideas for assessment that I have
learned throughout my teacher training. Some of the ideas are informal
assessment, and some are formal assessment. All of them can work well for
any type of student, although not all can be used with any age group.
All of the aforementioned assessment protocols
are meant to help in guiding my planning. Keeping records of students'
abilities will help determine what plans are developmentally appropriate
(i.e. What are the students ready for now?), and how I should proceed with
the lesson or unit. These types of assessments will also help me to keep
the parents informed of their child's progress and have tangible items
to share with them during parent-teacher conferences or open house. The
portfolio is a great way for kids to "show off" for mom and dad and be
proud of their accomplishments.
Use portfolios to focus on and evaluate
both the process and the product of student learning. Keep in mind that
there are different types of portfolios such as a working or show portfolio
and that it can be either a formative or summative evaluation method. (Taylor,
Implement informal observation to note
different students' language and needs in the classroom. (Orlich, et.al.,
Construct and use rubrics when grading
students' subjective work. A rubric is used as a rating of performance
rather than a count of how many items are correct or incorrect. (Van de
Performance assessment can be used
when you require students to actively accomplish complex and significant
tasks, while bringing to bear prior knowledge, recent learning, and relevant
skills to solve realistic or authentic problems. (http://www.cresst96.cse.ucla.edu/Sample/WOLEKID.PDF)
A Background Knowledge Probe should
be used before introducing an important new concept, subject, or topic
to the class. This is an easy way of discovering what your students know
and what you need to know about them prior to teaching a lesson. (http://picce.uno.edu/ss/TeachDevel/Asses/CatEx.html)
Videotaping students before, during
and after an activity or unit is an excellent way of showing them and their
parents the progress they have made in a certain area. Photographing processes
is also a great way of recording a child's progress. (C. Bersani, personal
communication, April, 1998)
Keep anecdotal records of projects
students have completed or interesting things they have said to contribute
to the class and to their learning. (Nicholson-Nelson, 1998)
Employ parental assessment with your
students. Give parents a checklist or a guideline and give them time to
fill it out at home. They are, after all, the experts on their children.
Teacher-made criterion-referenced tests
should be used to measure a student's mastery of content of a subject.
For younger students, create rating
scales or checklists to evaluate processes that are divided into steps.
Each step can then be checked off when that skill or behavior is present.
These are easy records for teachers to keep and refer to as they plan effective
lessons. (Orlich, et.al., 1998)