This document discusses various assessment tools that teachers can use to observe and evaluate students' language performance in the classroom. It describes tools like observation, anecdotal records, rating scales, rubrics, portfolios, oral presentations, interviews, checklists, and different types of rubrics. The key tools covered are observation during daily activities, anecdotal notes, rating scales, rubrics, portfolios, and interviews/conferences. Guidelines are provided for effectively using each tool to gather meaningful data on students' language learning progress.

1. ASSESSMENT
TOOLS
DR. MARISSA N. PARCON

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

9. 2. Rubric
Criteria that describes
the level of each rating
It can be holistic or
analytic

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.

17. ANALYTIC RUBRIC
It articulates levels of
performance in each criterion.
Assess each level of criterion
separately

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