2. In what circumstances in the
language classroom do
teachers usually observe
students?
How do teachers quantify their
observation about the
evidence of their students’
performance?
3. OBSERVATION
Occurs during the students’ daily
writing, listening, and speaking
experiences
It is unobtrusive means in which
progress in learning can be identified
during learning
Observation can be used in
conjunction with anecdotal notes and
on checklist or rating scales
4. Anecdotal Records
Notes written by the teacher regarding the
students’ language behavior or learning
Document and describe daily events and
relevant aspects of student activity and
progress
Notes can be taken during the students’
activities or at the end of the day
Formats must be flexible
5. Guidelines for use
a. Record the observation and the
circumstance in which the learning
experience occurs
b. Give time to analyze the notes.
c. Make the task of daily note taking
manageable
Defined objectives
Few students
unscheduled
6. Record data on loose leaf sheets in a three-
ring binder with a page designated for each
student
Organized alphabetically by students’ last
name or by class
Format allows teacher to add pages if
needed
File the notes alphabetically in recipe cards
Use adhesive note paper which can be
attached to students’ recipe card files
7. Design structured forms for the
collection of data
Use the combination of the above
suggestions
8. RATING SCALES AND
RUBRICS
Rating scale records the extent to which the
criteria is achieved
Record the quality of the students’ work
performance
It contains descriptive words like excellent,
very Good, good, poor or very poor
It may contain numbers or without numbers in
the other column
10. GUIDELINES
Determine specific criteria
Develop the specific criteria with students before
beginning the assessment
Criteria must be observable
Choose the criteria that can be demonstrated by
the students
Use Jargon-free words
Use less than 8 criteria
Use, construct or adapt rubrics or rating scale
from other sources
Use rubric when the observation calls for holistic
rating scale
11. 3. Portfolios
Collection of individual student’s
relevant work
Foreword
Data about the author
Table of contents
Relevant students’ work
Reflection
photographs
12. Guidelines
Brainstorm with students (what they already
knew about the portfolio?)
Share sample of portfolio
Provide the students with the overview of
portfolio
Collaborate guidelines to set up the contents
of portfolios and establish evaluation criteria
Assemble examples of works
Inform the parents/guardians about the use
and purposes of portfolio
13. 4. Speaking and listening
Oral presentations
Can be rated using
rubric, rating scale ,or
anecdotal notes
14. 5. Interviews and conferences
Productive means of assessing
individual achievement and needs
Interview must be developed to
meet the need of specific students
and to fit the curriculum objectives
15. Sample questions
Which speaking, listening and viewing
activities did you participate in this week?
Which did you enjoy/dislike? Why?
Which oracy activities do you think you did
your best? What makes you think so?
What type of speaking activities would you
like to learn to do better?
16. Holistic Rubric
Is used when a quick or gross
judgment needs to be made
Consists of a single scale with all
criteria included in the evaluation
together
Does not separate level of
performance in each criterion.
The rater assigns a single score
based on the overall judgment.
18. CHECKLIST
a tool that states specific criteria
Used by teachers or students to gather
information and make judgments about
what the students know
Can be used in formative assessment