This document provides information about assessment, specifically observation and interviews as assessment methods. It discusses: - Observation as a direct way for teachers to learn about students' abilities through watching them in contexts like P.E. class or working on a project. - The steps teachers should take when observing students, including defining the behaviors to observe, developing an observation form, practicing observation, and recording notes immediately after. - Interviews as another direct way to get to know students. It recommends planning questions, contexts, and a data collection tool in advance, as well as focusing during interviews and promptly reviewing notes afterward. - Additional tips for both methods like avoiding biases and extremes when scoring or judging students.

5. • Contents
Assessment
* OBSERVATION
* INTERVIEW
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school

6. What is Assessment
ssessment is……
•Judging
•Coaching
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7. OBSERVATION:
A Direct Means for Getting
To Know Students

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12. • Example:
The P.E teacher watches students on
the ball field as they play a baseball
game. Even though students are intent
on winning the game, the teacher
gathers important insights about their
abilities to hit or field the ball.
Math teacher observes as students
in a group create graphs on the
computer to represent the data they
collected for their research project.

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14. • Example:
A student who tests well on
knowledge – based questions may show
gaps in learning when placed in a
context that requires the student to
retrieve or apply that information.

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16. BACK
TO
SCHOOL

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22. • carefully define
the behavior or
Fourth
skill plans to Second • Provide
observe and
opportunity for the
• develop a form • Practice
of checklist in observing
• Get an observed students
to show to the
collecting your the students expert teacher the skill or
data. behavior being
and the observed
planned
behavior and Third
skills.
First
FIFTH
SIXTH Review the
Record the
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data after the immediately MC
observation

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Sample Anecdotal MC

25. Name : Maria Theresa Leonora
Date: April 1, 2006
Time: 9:45 am
Subject: English
Event: Short Quiz
The class was taking the examination, when Theresa anxiously
opened her notebook to the page were answers about the quiz can be
found off.

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31. • Think carefully about what do you like to observe:
• What behaviors will I look for?
• What is an appropriate number of behaviors to observe that will tell me what I
need to know about the students without overwhelming me?
First • What activity or context will give the students the best opportunity to show me
the behaviors?
• Developed your definitions and formatted the checklist, practice
observing several times to make sure your definitions hold up
Second and your checklist is easy to use.
• Focus carefully when conducting the observations to avoid
distractions.
Third
• When reviewing the data after observation, be sure that you
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have completed everything in the checklist that you intended to
Fourth and that you can clearly interpret what you wrote at a later time.

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35. N
U
M
E
R
I
C
A
L

37. STOP!:AVOID DOING THESE……..
Scoring a
student lower
than average
if the
previous
Allow an
student
outstanding Judging the
observation
Avoid the or lesser student
was
Scoring too extremes of feature of according to
outstanding
leniently or the scale and one a personal
or scoring a
too severely. scoring at the performance stereotype or
student
average to influence strongly held
higher than
the scoring of attitude.
average if the
other factors.
previous Back to
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observation
was not
successful

38. INTERVIEWS:
A Direct Means for Getting
To Know Students

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41. • Plan carefully to the questions to be asked
• Selecting manageable materials
Before the • Consider the context that will make the
Interview student most comfortable to respond
• Select the context to elicit
• Create a data collection tool
• Practice with the tool created
During the
Interview • Focus carefully to avoid distraction.
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After the
Interview
• Review the notes gathered ASAP MC

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