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Recording devices
This document describes five different assessment tools: anecdotal records, checklists, rating scales, rubrics, and learning logs. It provides the characteristics and the teacher's role for each tool. Anecdotal records are short narratives describing a student's behavior in context. Checklists are lists of behaviors or expectations that are checked off as observed. Rating scales use a numeric scale to assess performance. Rubrics describe levels of achievement using qualitative descriptions. Learning logs are records by students of their work on a task or assignment.
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Recording devices
- 2.
- 3. • Is ashort narrative describing both a behavior and the context in which the behavior occurred
- 5. Characteristics • Provides richportraits of an individual student’s achievement • Records observations which have special significance • May appear unstructured • Records information with a certain form • Shows information collected over time • Provides a mechanism to recognize patterns of student growth • Often used to document a student’s behavior for later reference
- 6. TEACHER’S ROLE • Pre-plansgeneral format of the form • States in clear, concise language exactly what is observed • Record information • Records incidents with a purpose • Establishes a systematic procedure for collecting records on all students
- 7. • List ofactions or descriptions that a rater checks off as the particular behavior or expectation is observed
- 8. Characteristics • Provides listof key attitudes of good performance that are checked as either present or absent • Quick and useful with large number of criteria • Includes specific concepts, skills, processes and attitudes which are to be assessed • Diagnostic, reusable and capable of charting the student progress • Useful for diagnosing an individual student’s strengths and weaknesses • Usually uses a check mark which is placed in the appropriate space on the checklist form to indicate that it has occurred • Useful for students in self and peer assessment
- 9. TEACHER’S ROLE • Observes,judges the students • Records the occurrence of the skill, behavior, concept, process, and attitude on the checklist • Does not evaluate the quality of work • Should make a sufficient number of observations about the student before an evaluative judgment is applied
- 10. • Simple tool for assessing performance ona several-point scale ranging from low to high.
- 11. CHARACTERISTICS • Provides ascale or range of responses for each item that the teacher is assessing • Can be analytic or holistic
- 12. TEACHER’S ROLE • Usesa scale to describe the student • Makes decisions about the student’s work
- 13. • Series ofstatement describing a range of levels of achievement of a process, product or a performance
- 15. CHARACTERISTICS • Consists ofseveral description • Addresses several qualities simultaneously within the same scale and at different levels • Uses the same set of variables to judge at each level of rating
- 16. TEACHER’S ROLE • Selectswhich of the descriptions come closest to the student’s performance
- 17. • An ongoingrecord by the student of what she/he does while working on a particular task or assignment
- 18. CHARACTERISTICS • Useful toolif students are working on a project which stretches over several days or even weeks • Can provide a helpful focus for discussion during a conference • Provides unlimited opportunities for individualized reading and writing on a consistent basis
- 19. TEACHER’S ROLE • Providesthe guidelines for the maintenance of learning log • Provides regular feedback to the students
Editor's Notes
- #2 Provides various means of organizing the recordings of information about student achievementTeachers can choose or develop recording devices which suit the teacher’s style
- #4 Should objectively report specific and observed behaviorsDescribes student performance in detail and writingPurpose:Ongoing record of written observations of student progressTo record objectively, significant observation that are not part of the formal assessment which might otherwise be forgotten or remembered incorrectly.Record observations of unanticipated performances, behaviors, incidents or events
- #6 Special significance – and cannot be obtained from other classroom assessment strategiesUnstructured – since this tool is used to record spontaneous, unexpected demonstrations or behaviorForm – specifies the learner, the date of observation and a factual description of the event or behaviorCollected overtime – carefully analyzed in order to make accurate judgements about the student achievement
- #7 Format – name of student, date, time, setting, descriptionRecord information – while the event or behavior is fresh in the teacher’s mindPurpose – in terms of instructional decisions, progress related to a specific student goalAll students – ensuring no individual is overlookedConsideration:time-consuming ( to write, read and interpret)Used in conjunction with other assessment strategiesRecords interpretations or recommendations separately from the description of the student’s performance
- #8 Written list of performance criteria which is used to assess student performance through observation, or may be used to assess written workList of skills, concepts, behavior, processes and attitude that might or should occur in a given situationPurposes:Record whether a specific skill or behavior was evident or not evidentRecord the presence or absence of specific behaviors in given situationsRecord a performance that can and should be shown to students to help them see where improvement is needed
- #9 > Reusable – efficient way to obtain information about a student’s improvement over time by using the same checklist more than once
- #10 Judge – determines if the student’s performance meets the criteria outlined on the checklistDoes not evaluate the quality of work – indicates that it occurred or was completed
- #11 Low to high – as few as 3 points or as many as 10 pointsAssesses the extent to which specific facts, skills, attitudes, and behaviors are observed in a student’s work or performanceBased on a set of criteria – allows the teacher to judge performance, product, attitude, and behavior along a continuumUsed to judge the quality of a performancePurpose:Provide detailed diagnostic information on a student’s performance, product, attitude, behavior in reference to pre-stated criteriaRecord the frequency or even the degree to which a student exhibits a characteristicRecord the range of student achievement in relation to specific behaviorsDescribe performance along a continuum
- #12 Analytic – describe a product or performance on multiple dimensions ( writing – organization, mechanics and creativity)Holistic – all the scoring criteria simultaneously rather than assigning separate scores
- #13 Decision – on the basis of descriptions, categories, or topic and assigns a numerical or qualitative descriptionConsiderations:Uses statements to rank, describe or identify criteriaUses carefully chosen words to describe the meaning of various points on the scale so that they have the same meaning to different raters ( teacher, student, peers)Used best as a single rating scale and applied across all performance criteriaUsing different scales requires the teacher to change focus frequently, distracting attention from the performance and decreasing rating accuracy
- #14 Contains brief, written descriptions of the different levels of student performanceDefines desired expectations with specific performances outlined for each levelDescriptive rating scale which requires the rater to choose among different levelsUses criteria and associated descriptions to assess the actual performancePURPOSE:Summarize both student performance and product against pre-stated criteriaMake scoring of student performance more precise than using a list of itemsProvide a clear description of what quality work looks lik
- #16 Several description – each for a different level of quality
- #17 Can be conjunction with self-assessment and peer reviewInvolves 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 productsCan be designed for specific task such as design project, or it may be designed for generic skill such as problem-solving
- #18 Makes visible what a student is thinking or doing through frequent recordings overtime.Purpose:Show student progress and growth over timeProvide the student with the opportunities to gather and interpret information, to ask questions and to make connections
- #20 Consideration:may present a challenge for some students who have difficult time expressing their thoughts in writingProvides students with opportunities for reflection about their progress toward a stated goal