ASSESSING CURRICULUM

MODULE IVMODULE IV
ASSESSING THEASSESSING THE
CURRICULUMCURRICULUM
LESSON 3LESSON 3
TOOLS TO ASSESSTOOLS TO ASSESS
CURRICULUMCURRICULUM
Chrysti Lane Moneva, CTPChrysti Lane Moneva, CTP

ASSESSMENT STRATEGIESASSESSMENT STRATEGIES
--Are the structures throughAre the structures through
which student knowledge andwhich student knowledge and
skills are assessed.skills are assessed.

TOOLS TO ASSESS CURRICULUMTOOLS TO ASSESS CURRICULUM
EXAMPLES OF ASSESSMENTEXAMPLES OF ASSESSMENT
STRATEGIES:STRATEGIES:
1.) PAPER-and-PENCIL-STRATEGY.) PAPER-and-PENCIL-STRATEGY
2.) PERFORMANCE BASED STRATEGY2.) PERFORMANCE BASED STRATEGY
3.) OBSERVATIONAL3.) OBSERVATIONAL
4.) PERSONAL COMMUNICATION4.) PERSONAL COMMUNICATION
5.) ORAL5.) ORAL
6.) REFLECTIVE6.) REFLECTIVE
7.) COMBINATION OF STRATEGIES7.) COMBINATION OF STRATEGIES

PAPER-AND-PENCILPAPER-AND-PENCIL
STRATEGYSTRATEGY

PAPER-and-PENCIL-STRATEGYPAPER-and-PENCIL-STRATEGY
THE ESSAYTHE ESSAY
A. DEFINITIONA. DEFINITION
-is a writing sample used to assess student-is a writing sample used to assess student
understanding and/ or how well students canunderstanding and/ or how well students can
analyze and synthesize information.analyze and synthesize information.
-a student constructs a response to a question,-a student constructs a response to a question,
topic or a brief statement.topic or a brief statement.
-provides the student with the opportunity to-provides the student with the opportunity to
communicate his/her reasoning in a writtencommunicate his/her reasoning in a written
response.response.

THE ESSAYTHE ESSAY
B. PURPOSEB. PURPOSE
• Assess the student’s ability toAssess the student’s ability to
communicate ideas in writing;communicate ideas in writing;
• Measure understanding and mastery ofMeasure understanding and mastery of
complex information.complex information.

THE ESSAYTHE ESSAY
C. CHARACTERISTICSC. CHARACTERISTICS
• Measures a student’s ability.Measures a student’s ability.
• Assesses knowledge, reasoning, organization,Assesses knowledge, reasoning, organization,
and communication skills;and communication skills;
• Directly measures the performance specified byDirectly measures the performance specified by
the expectations;the expectations;
• Includes a scoring plan which specifiesIncludes a scoring plan which specifies
attributes for a quality answer and indicatesattributes for a quality answer and indicates
the value associated with each of thethe value associated with each of the
attributes;attributes;

THE ESSAYTHE ESSAY
• Affords the students a chance toAffords the students a chance to
construct his/her own answers,construct his/her own answers,
demonstrating creativity and or originality.demonstrating creativity and or originality.

THE ESSAYTHE ESSAY
D.TEACHER’S ROLED.TEACHER’S ROLE
• uses professional judgement to develop theuses professional judgement to develop the
problem, question, or statement and theproblem, question, or statement and the
scoring of the final product.scoring of the final product.

THE ESSAYTHE ESSAY
E. CONSIDERATIONSE. CONSIDERATIONS
• is issued to assess separately the student’sis issued to assess separately the student’s
ability to communicate ideas, write proficientlyability to communicate ideas, write proficiently
and comprehend context;and comprehend context;
• is a less time-consuming to construct comparedis a less time-consuming to construct compared
to objective item testing, but can requireto objective item testing, but can require
considerable time to evaluate;considerable time to evaluate;
• is not effective means of assessing a studentsis not effective means of assessing a students
entire domain of content of knowledge, orentire domain of content of knowledge, or
assessing more than one or two reasoning skillsassessing more than one or two reasoning skills
at one time.at one time.

THE SELECT RESPONSETHE SELECT RESPONSE
A.A. DEFINITIONDEFINITION
-an assessment in which the student is-an assessment in which the student is
used to identify the correct one answer;used to identify the correct one answer;
-is a commonly used procedure for-is a commonly used procedure for
gathering formal evidence about studentgathering formal evidence about student
learning, specifically in memory, recalllearning, specifically in memory, recall
and comprehension.and comprehension.

B. PURPOSEB. PURPOSE
• Test the student learning or subjectTest the student learning or subject
content knowledge.content knowledge.
• Assess prerequisite knowledge.Assess prerequisite knowledge.

• Can be administered to large number ofCan be administered to large number of
students at the same time;students at the same time;
• Can be scored quickly.Can be scored quickly.
• Is stated in clear and simple language.Is stated in clear and simple language.

D. TEACHERS ROLED. TEACHERS ROLE
• Identifies the format.Identifies the format.
• Selects the contents to be covered.Selects the contents to be covered.
• Designs the questions.Designs the questions.

E. Considerations
• Is always influenced by the student’s ability to
read and understand the items;
• Can utilized computer and optical scanning
technology to save time and effort with item
development, item storage and retrieval, test
printing and optical scan scoring;
• Can make it more difficult to determine how the
students arrived at an answer with true/false
and multiple choice.

THE PERFORMANCE-BASED
STRATEGY

STRATEGY
The Performance Task
A.A. DEFINITIONDEFINITION
- Is the assessment which is requires students
to demonstrate a skill or proficiency by asking
them to create, produce, or perform.
-May be an observation of a student or group
of students performing a specific task to
demonstrate skills and or knowledge through
open-ended, “hands-on” activities.

STRATEGY
The Performance Task
B. The Purpose
• To provide an efficient means of assessment
where the skill cannot be demonstrated with
paper and pencil test.
• Enable learners to demonstrate abilities, skills,
attitudes, and behaviours:
• Provide information about a learner’s ability to
organized, draw on prior knowledge and
experience, improvise, choose from a range of
strategies, represent learning, and make
decisions to complete task;
• Test skills in the affective,cognition,psychomotor
and perceptual domains.

STRATEGY
The performance task
C. Characteristics
• Can be diagnostic, formative or summative
assessment;
• Uses ongoing feedback;
• Allows most learners to participate successfully
in varying degrees;
• Provides opportunities for learners to work
individually, as well as in small groups;
• Focuses on the process as well as the product:

STRATEGY
C. Characteristics
• Provides context that have relevance to the
students;
• Provides the most realistic assessment of job-
related competencies;
• Includes task such as painting, speeches,
musical presentations, research papers,
investigations, athletic, performance, projects,
exhibitions, and other products that requires
students to construct a unique response to task.

STRATEGY
D. The teacher’s Role
• Observes a student or group of students
performing a specific task;
• Shares with the student the responsibility of
developing and organizing the performance task,
and setting assessment criteria;
• Assigns a level of proficiency based on the
performance.

STRATEGY
E. Considerations
• Provides an excellent way to assess
reasoning skills;
• Must have clearly defined criteria for
assessment

STRATEGY
The Exhibition/Demonstration
A. Definition
• Is a performance in which a student
demonstrates individual achievement
through application of specific skills and
knowledge;
• Is used to assess progress in task that
require students to be actively engaged
in an activity.

STRATEGY
B. Purpose
• Allow students to show achievement of a
skill or knowledge by requiring the student
to demonstrate that skill or knowledge in
use.

STRATEGY
C. Characteristics
• is either an actual or simulation;
• It is often used in the Arts;
• Is accompanied by a list of performance
attributes as well as the assessment criteria,
which should be determined prior to the
demonstration;
• Is frequently organized in assessment stations
where the stations are used to test a variety of
skills.

STRATEGY
• Assess how well the student performs a
practise, behaviour or skill.

STRATEGY
E. Considerations
• May be interdisciplinary;
• May require student initiative and creativity;
• May be a competition between individual students
or groups;
• May be a collaborative project that students
work on over time;
• Should be constructed and administered in a
manner which is equivalent for all students.

The Observational
Strategy

The Observational Strategy
Observation
A. Definition
- Is a process of systematically viewing
and recording student behaviour for the
purpose of making programming decisions;
permeates the entire teaching process by
assisting the teacher in making the
decisions required in effective teaching.

Observation
B. Purpose
• Provides systematic, on going information
about students in relation to areas of
strengths and weaknesses, preferred
learning styles, unique interests, learning
needs, skills, attitudes, behaviour, and
performance related expectations.

Observation
C. Characteristics
• Can be used every day to assess students of
different ages, across subject areas, and
different settings.
• Is structured with a clear purpose and focus;
• Includes a written record which should be as
close to the time of the event as possible. The
record should be objective.

Observation
D. Teacher’s Role
• Watches students respond to questions,
study, complete assigned task;
• Listens to students as they speak and
discuss with others;
• Observes nonverbal forms of
communication;

Observation
D. Teacher’s Role
• Outlines the purpose of the observation
by using the following questions as
guidelines:
Who will make the observations?
Who or what is observed?
Why will the observation takes place?
When will the observation takes place?
When will the observation occur?
How will the observation be recorded ?

Observation
D. Teacher’s Role
• Observes the students in variety of
situation/settings;
• Draws interference on the basis of the
observation gathered;
• Observes the student’s performance, then
records observations on recording devices which
outline the framework and criteria for
observation.

Observations
E. Considerations
• Are made using a checklist, a set of
questions, and/or a journal as a guide to
ensure focused, systematic observation.
• Are often the only assessment tool used
for demonstration.
• Can be collected by audio tape or
videotape.

Observations:
E. Considerations
• Can limit student’s ability to act naturally if
audio tape or video tape is used;
• Can be influenced by bias in the interpretation
of an observation;
• Can be considered subjective, where the
meaning of the observation is derived only by
the professional judgment of what is observed;
• It should not interfere with the natural learning
environment.

Personal Communication
Strategy

Personal Communication Strategy
The Conference
A. Definition
• Is a formal or informal meeting
between/among the teacher and student
and/or parent;
• Has a clear focus on learning for
discussion.

The Conference
B. Purpose
The conference is used to:
• Exchange information or share ideas between
among the individuals at the conference;
• Explore the student’s level of understanding of
a particular concept or procedure;
• Assess the student’s level of understanding of
a particular concept or procedure;

The Conference
B. Purpose
• Enable a student to move ahead more
successfully on a particular piece of work;
• Review, clarify, and extend what the
student has already completed;
• Help students internalize criteria for good
work.

The conference
C. Characteristics
• Provides a clear focus for discussion;
• Requires that responsibility for the success of
the conference is shared by all participants;
• May take place as the learner is exploring a
new concept or topic, or be a goal-setting
session or a report on progress;

The conference
C. Characteristics
• Is brief , informal and occurs routinely;
• Can be effective for both diagnostic and
formative assessment.

The conference
D. Teacher’s Role
• Comes to the conference prepared with
specific questions to be answered;
• Gives individual feedback and clarifies
misconceptions;
• Puts students at ease, and supports
students progress. In case of writing
conference, for example, a mini-lesson
may be given by the teacher;

The conference
D. Teacher’s Role
• Focuses on the process of reasoning
followed by the student;
• Records information (conference record)
during or immediately following the
communication.

The conference
E. Considerations
• Can be a part of collaborative planning and
decision making;
• Is assisted by prepared questions;
• Can be an extremely useful formative
assessment strategy for the students
involved in major projects or independent
studies.

The Interview
A. Definition
The interview:
• Is a form of conversation in which all
parties (teacher, student and parent)
increase their knowledge and
understanding.

The Interview
B. Purpose
The interview is used to;
• Focus on inquiry where the purpose of the
meeting is based on investigation;
• Explore the student’s thinking;
• Assess the student’s level of understanding
of a particular concept or procedure;

The Interview
B. Purpose
The interview is used to;
• Gather information, obtain clarification,
determine positions and probe for
motivations;
• Help determine student’s understanding of
qualities of good work.

The Interview
C. Characteristics
• Tends to be a meeting which involves
inquiry;
• Can be adapted to probe any problem or
any consideration;
• Occurs routinely;
• Is usually guided by planned question.

The Interview
• Is responsible for the initial questions that guide
the conversation, as well as the flow and
movement of the exchange;
• Generates information during the interview which
may lead to decisions, agreements, solutions;
• Allows students to take the lead in the interview
when appropriate.

The Interview
E. Considerations
• Need time to built in for conversations
especially when the purpose is an honest
and thoughtful exchange.

ORAL STRATEGYORAL STRATEGY

The Questions and Answers

The Questions and Answers
A. Definition:
Questions:
-Are posed by the teacher to determine if the
students understand what is being/has been
presented or to extend thinking, generate
ideas or problem- solved.
Answers:
-To provide opportunities for oral assessment
when the student responds to a question by
speaking rather than writing.

Questions and Answers
B. Purpose
Questions and Answers are used to:
• Provide a mechanism which monitors a
student‘s understanding while assessing
student progress
• Gather information about a student’s
learning needs.

C. Characteristics
Questions and Answers:
Help teachers and students clarify their
purpose for learning and link previous
information with new understandings.

D. Teacher’s Role
• Notes how students answer questions
during instruction to know if the students
understand what is being presented or are
able to perform skills;
• Should ensure that all students
participate, not just those individuals who
are typically respond with answers.

E. Considerations
• Can help to ensure that all students
are involved if tracking is done to
ensure that all students participate:
• Is used with consideration that some
individuals are not comfortable or
fluent expressing themselves orally.

The Classroom Presentation
A. Definition
-Is an assessment which requires
students to verbalized their knowledge,
select and present samples of finished
work and organize thoughts, in order to
present a summary of learning about
topic.

The Classroom Presentation
B. Purpose
• Provide summative assessment upon
completion of a project or an essay;
• Assess students when it is inappropriate or
difficult to test a student’s understanding
or knowledge with paper- and- pencil test

The Classroom Presentation:
C. Characteristics:
• Can provide students with an opportunity
to use concrete materials to express their
ideas and talents;
• May be a teaching tool if the presentation
is designed to further the learning of the
audience.

D. The Teacher’s Role
• With the students or alone, sets the
criteria for assessment of the
presentation;
• Monitors student progress at selected
stages during student preparation;
• Provides oral or written feedback after
the presentation.

E. Considerations
• Is a natural form of assessment for
speeches, debates and subjects such as
the study of languages;
• Holds the potential to increase peer
comparisons which may be harmful to some
students because of the oral and visual
aspects of presentations;
• Is a critical skill to be taught, practiced,
assessed and evaluated.

THE REFLECTIVE STATEGYTHE REFLECTIVE STATEGY

SELF ASSESSMENT
A. Definition
-Is the process of gathering information and
reflecting on one’s own learning;
-Is the student’s own assessment of personal
progress in knowledge, skills, processes, or
attitudes;
-Leads a student to a greater awareness and
understanding of himself or herself as a
learner.

B.Purpose
Self-Assessment is used to:
• Assist students to take more responsibility and
ownership of their learning;
• Provide insights and information that enable
students to make decisions about their learning
and to set personal learning goals;
• Use assessment as a means of learning;

B.Purpose
Self-Assessment is used to:
• Focus on both the process and products of
learning;
• Help students critique their own work;
• Help students internalize the
characteristics/criteria of quality student work.

C. Characteristics
Self-Assessment
• Promotes the development of metacognitive ability;
• May involved an introspective observation, a product
assessment or a test;
• May include attitude surveys, interest inventories, and
personal journals;
• Involves questions such as “ How do I learn best?”, “
what are my areas for growth?”, “ where do I need to
improve?”;
• Is used to determine if a student’s beliefs about his/her
performance correspond to the actual performance
observed by the teacher.

Self-Assessment
D. Teacher’s Role
• Guides students by helping students understand
how to reflect on learning;
• Provides time and opportunities for self-
assessment;
• Designs the questions or selects the self-
assessment tool.
• Can use students self-assessment to determine
change or growth in the student’s attitudes,
understandings, and achievement;
• Completes the assessment based on personal
reflection about achievement or performance.

Self-Assessment
E. Considerations
• Is used to compare whether the student
and the teacher have similar views of
expected performance and criteria for
evaluation;
• Develops gradually as students begin to
use the process in daily activities;
• Can help students to witness personal
growth through comparison with their own
previous work, regardless of ability.

The Response Journal
A. Definition:
• Provides frequent written reflective
responses to a material that a student is
reading, viewing, listening to, or
discussing.

B. Purpose
• Record personal reflections, observations
and interpretations.

C. Characteristics:
• Allows time for students to formulate well-
considered responses;
• Includes both factual information and the
student’s personal reflections;
• Is provided within a climate which is non-
threatening and open, and which encourages
risk-taking;
• Can provide the focus for a student- teacher
conference;

C. Characteristics
• Is a vehicle for communication with
teachers, peers, parents;
• Can include visual representations (e.g.
artwork, sketches);
• Can be used in all subject areas.

D. The teachers Role
• Writes comments in the spirit of a
dialogue ( by asking questions and sharing
thoughts).

E. Considerations
• Focuses on the process of reflective thinking;
• Includes depth of thought and connection with
understandings and experience as appropriate
criteria for assessment;
• Respects the personal nature of a journal and
the learner’s desire for privacy;
• Does no emphasize the formal aspects of writing
style or correctness.

Combination of Strategies

The Portfolio
A. Definition
• Is a purposeful collection of samples of a student’s
work that is selective, reflective, and collaborative;
• Demonstrates the range and depth of a student’s
achievement, knowledge, and skills overtime and across
a variety of contexts;
• Has student involvement in selection of portfolio
materials as part of the process;
• Is a visual presentation of a student’s
accomplishments, capabilities, strengths, weakness, and
progress over a specified time.

The Portfolio
B. Purpose
• Document typical student work and
progress;
• Provide a comprehensive view of the
student’s progress, efforts and
achievements;
• Reflect growth and progress but may
serve different purposes during the year;

The Portfolio
B. Purpose
• Provide a focus for student reflection on their
own learning;
• Build a student’s sense of responsibility for
his/her own learning;
• Build a student’s confidence in her/his abilities
as a learner;
• Promote an on going process where the students
demonstrate, assess and revise in order to
improve and produce quality work.

The Portfolio
C. Characteristics
• Tracks students progress on a variety of
assessment over a period of time;
• Promotes the skills of student self-
assessment and goal setting;
• Has a stated purpose and intended
audience which are important to the entire
process;

The Portfolio
C. Characteristics
• May include entries that the student and
teacher consider as important
representations of learning;
• Can provide a focus for a conference or an
interview involving the student, the
teacher and parents;
• Provides the opportunity for students to
practise, assess, and select their work.

The Portfolio
D. The Teacher's Role
• Makes regular formative assessments during the
portfolio assessment during the portfolio process
to determine individual needs and progress
toward specified learning expectations in order
to provide further instruction;
• Provides regular feedback to students regarding
their performance related to pre-stated criteria
in order to help the students to improve;

The Portfolio
D. The Teacher's Role
• Determines or negotiates with the
students the purpose for the portfolios,
the criteria for selections and the time
frame for use;
• Reads the reflections and comments on the
student’s assessment of personal learning.

The Portfolio
E. Considerations
• Is developed collaboratively by teachers
and students, including shared development
of purpose of portfolio and criteria for
selecting samples for inclusion;
• Requires standardization regarding what is
included if the portfolio is used for
evaluative purposes.

Recording Devices / Tools
- Devices that provide various means of
organizing the recordings of information
about student achievement. Teachers can
choose or develop recording devices which
suit the teacher’s style, the students and
the activity or learning being assessed.

Examples of Recording Devices / Tools:
• Anecdotal Record
• Checklist
• Rating Scale
• Rubric
• Learning Log

The Anecdotal Record
A. Definition
• Is a short narrative describing both a
behavior and the context in which the
behavior occurred;
• Should objectively report specific and
observed behaviors;
• Describes student performance in detail
and in writing.

B. Purpose
• provide an on going record of written
observations 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 individual student’s
advancement;
• Records observation which have special significance and
cannot be obtained from other classroom assessment
strategies;
• May appear unstructured since this tool is used to
record spontaneous, unexpected demonstrations and / or
behaviors, statements;
• Records information on a form which specifies the
learner, the date of observation, and a factual
description of event or behavior;

C. Characteristics
• Shows information collected over time and
carefully analyzed in order to make accurate
judgements about the student achievements;
• Provides a mechanism to recognize patterns of
students growth over time;
• Is often used to document a student’s behavior
for later reference.

• Determines which observations are to be
considered significant and important;
• Pre-plans the general format of the form
with labels (e.g. name of the student,
date, time, setting, description);
• States in clear, concise language exactly
what is observed;

• Should record information while the event or
behavior is fresh in the teacher’s mind;
• Records incidents with purpose (e.g. in terms of
instruction decisions, progress related to a
specific students goal);
• Establish a systematic procedure for collecting
records on all students, ensuring that no
individual is overlooked.

E. Considerations
• Is time-consuming to read, write, and
interpret;
• Is often used in conjuction with other
assessment strategies;
• Records interpretations or
recommendations seperately from the
description of the student’s performance.

The Checklist
A. Definition
• Is a list of actions or descriptions that a rater
(teacher) checks off as the particular behavior
is observed;
• Is a written list of performance criteria which
is used to assess the student performance
through observation, or may be used to assess
written work;
• Is a list of skills, concepts, behaviors,
processes, and/or attitudes that might, or
should, occur in a given situation.

The Checklist
B. Purpose
• Record whether a specific skill or behavior was
“evident” or “not evident”.
• Record the persence or absence of specific skill
or behavior in given situations.
• Record a performance that can and should be
shown to students to help them see where
improvement is needed.

The Checklist
C. Characteristics
• Is used when the process or product can
be broken into components that are judged
to be present or absent; adequate or in
adequate;
• Provides a list of key attributes of good
performance that are checked as either
present or absent;

The Checklist
C. Characteristics
• Is quick and useful with large number of
criteria;
• Can be used in a variety of settings to establish
the presence or absence of series of conditions;
• Enables the teacher to record wheter a specific
skill or behavior was “evident” or “not evident”,
or more specifically, whether the behavior was
observed or not at the time the checklist was
used;

The Checklist
C. Characteristics
• Includes specific concepts, skills, processes,
and/ or attributes which are to be assessed;
• Is diagnostic, reusable and capableof charting
student progress;
• Is an efficient way to obtain information about a
student’s improvement over time by using the
same checklist more than once;

The Checklist
C. Characteristics
• Is useful for diagnosing an individual student’s
strengths and weaknesses;
• Consist of a 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;
• It is useful for students in self and peer
assessment.

The Checklist
• Observes, judges, and determines if the
student’s performance meets the criteria
outlined on the checklist;
• Records the occurrence of the skill, behavior,
concept, process, and/or attitude on the
checklist;
• Does not evaluate the quality of the work or
contribution but indicates that it occurred or
was completed;

The Checklist
• Should make a sufficient number of
observations about a student before
an evaluative judgment is applied

The Rating Skill
A. Definition
• Is a simple tool for assessing performance an a
several-point scale ranging from low to high. It may
have as few as 3 points, or as many as 10 points;
• Assess the extent to which specific facts, skills,
attitudes and/or bahaviors are observed in a student’s
work or performances;
• Is based on a set of criteria which allows the teacher
to judge performance, product, attitudes, and/or
behavior along a continuum.
• Is used to judge the quality of performance.

The Rating Skill
B. Purpose
• Provide detailed diagnostic information on a
student’s performance, product, attitude,
behavior in reference to pre-stated criteria.
• Record the frequency or even the degree to
which a student exhibits a characteristic;
• Record the range of students achievement in
relation to specific behaviors;
• Describe performance along a continuum.

The Rating Skill
C. Characteristics
• Provides a scale or range of responses for each
item that the teacher is assessing.
• Can be analytic or holistic.
Analytic rating scales describes 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 rating consider all the scoring criteria
simultaneously, rather than assigning separate
scores.

The Rating Skill
D. The Teachers Role
• Uses a scale to describe the student;
• Makes decisions about the student’s work
on the basis of description, categories, or
topic and assigns a numerical or qualitative
description.

The Rating Skill
E. Considerations
• Uses statement 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 (teachers, student, peer).
• It is used best as a single rating scale and applied
across all performance criteria. Using many different
scales requires the teacher to change focus frequently,
distracting attention from the performance and
decreasing rating accuracy.

The Rubrics
A. Definition
• Is a series of statements describing a range of
levels of achievement of a process, product or
a performance;
• Contains brief, written descriptions of the
different levels of student performance;
• Defines desired expectations with specific
performance outlined for each level;

The Rubrics
A. Definition
• Is a descriptive rating scale which
requires the rater to choose among the
different levels;
• Uses criteria and associated descriptions
to assess the actual performance.

The Rubrics
B. Purpose
• Summarize both student performance and
product against pre stated criteria;
• Makes a scoring of student performance
more precise than using a list of items;
• Provide a clear description of what
“quality” work looks like.

The Rubrics
C. Characteristics
• Consist of several descriptions each for
different level of quality;
• Addresses several qualities (criteria)
simultaneously within the same scale and at
different levels;
• Uses the same set of variables for each point
along the continuum;
• Communicates to students, teachers and parents
what is expected in terms of “quality” work;

The Rubrics
C. Characteristics
• Provides a summative representation of a
student’s performance;
• Is used effectively in conjunction with
exemplars which are concrete examples of
student work at various levels.

The Rubrics
• Selects which of the descriptions comes
closest to the student’s performance.

The Rubrics
E. Considerations
• Can be used in conjunction with self-assessment
and peer review;
• Involves student in the process of identifying
important performance criteria which gives
him/her ownership of the criteria and provides
concrete examples of good and poor performance
or products;
• Can be designed for a specific task such as a
design project, or it may be designed for generic
skills such as problem-solving.

The Learning Log
A. Definition
• Is an on going record by the student of
what he/she does while working on a
particular task or assignment;
• Makes visible what a student is thinking
and/or doing through frequent recording
over time.

The Learning Log
B. Purpose
• Show student progress and growth over
time;
• Provide the student with the opportunities
to gather and interpret information, to
ask questions, and to make connections.

The Learning Log
C. Characteristics
• Is a useful tool if students are working on a
project which stretches over several days or
even weeks;
• Can provide a helpful focus for discussion during
a conference where progress is assessed;
• Provides unlimited opportunities for individualized
reading and writing on a consistent basis.

The Learning Log
• Provides the guidelines for the
maintenance of the learning log;
• Provides regular feedback to the students.

The Learning Log
E. Considerations
• May present a challenge for some students
who have difficult time expressing their
thoughts in writing;
• Provides students with opportunities for
reflection about their progress towards a
stated goal.

Non-Test Monitoring and Assessment
1. Oral and 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- teachers collects samples of student’s work
and saves for determined amount of time.
5. Slates or hand signals- students use slates or hand
signals as a means of signalling answers to the teacher.

6. Games-teachers utilized fun activities to have students
practice and review concepts.
7. Projects-the students research on a 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 skills as
the student masters.
10. Cartooning- students will use drawings to depict
situation and ideas.

11. Models- The student produce a miniature
replica of a given topic.
12. Notes- students write a summary of a 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 teachers record a
student’s behavior.
15. Panel- a group of students verbally present
information.

16. Learning centers- students use teacher
provided activities for hands-on learning.
17. Demonstration- students present a visual
enactment of a particular skill or activity.
18. Problem solving- student follow a step-by-step
solution of a problem.
19. Discussion- Students in a group verbally
interact on a given topic.
20. Organize note sheets and study guides-
students collect information to help pass a test.

ASSESSING CURRICULUM

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