University of Iloilo D.
TEACHER’S ROLE
Graduate School
Educ.296 (Curriculum and Instruction)
Janet A. Almeñana Dr. Wilhelma P. Gabuan
Tools to Assess Curriculum
What are Assessment Strategies?
1. Paper and pencil Strategy
A. DEFINITION
The Essay-is a writing sample used to assess student
understanding and/or how well students can analyze and
synthesize information;
-is a pencil-and-paper assessment where a
student constructs a response to a question, topic, or brief
statement;
-provides the student with opportunity to
communicate his/her reasoning in a written response.
B. PURPOSE
-Assess the student’s ability to communicate ideas in writing;
-measure understanding and mastery of complex information.
C. CHARACTERISTICS
-measures students ability (e.g. in making comparisons,
applying principles to new situations, organizing information,
drawing inferences, being persuasive, integrating knowledge
and applications, summarizing informations)
-assess knowledge, reasoning, organizing and communication
skills;
-directly measures the performance specified by the
expectations;
-includes a scoring plan which specifies attributes for a quality
answer (e.g. conciseness, factual knowledge, connection
between argument and supporting facts) and indicates the
value associated with each of the attributes;
-affords the student a chance to construct his/her own
answers, demonstrating creativity and/or originality.
D. TEACHER’S ROLE
-Uses professional judgment to develop the problem,
question, or statement and the scoring of the final product.
E. CONSIDERATIONS
-is issued to assess separately the student’s ability to
communicate ideas, write proficiently and comprehend
context;
-is less time-consuming to construct compared to objective
item testing, but can require considerable time to evaluate;
-is not an effective means of assessing of student’s entire
domain of content knowledge, or assessing more than one or
two reasoning skills at any one time.
2. The Select Response
A. DEFINITION
-is a pencil-and-paper assessment in which the student is to
identify the one correct answer.
-is a common used procedure for gathering formal evidence
about student learning, specifically in memory, recall and
comprehension.
B. PURPOSE
-test student learning of subject/content knowledge (facts,
concepts, principles or generalizations, procedures);
-assess prerequisite knowledge (e.g. when communicating in a
second language, students can be assessed on vocabulary prior
to a conversation in that language.)
C. CHARACTERISTICS
-can be administered to large numbers of students at the same
time;
-can be scored very quickly;
-is stated in clear, simple language.
-identifies the format (e.g. multiple choice, true/false);
-selects the content to be covered;
-designs the questions.
3. Performance-Based- Strategy
A. DEFINITION
-is an assessment which 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.
B. PURPOSE
-provide an efficient means of assessment where the skill
cannot be demonstrated with a pencil-and-paper test;
-enable learners to demonstrate abilities, skills, attitudes, and
behaviors;
provide information about a learner’s ability to organize, draw
on prior knowledge and experience, improvise, choose from a
range of strategies, represent learning ang make decisions to
complete a task;
-test skills in the affective, cognitive, psychomotor, and
perceptual domains.
C. CHARATERISTICS
-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;
-provides contexts that have relevance to the students (may
enhance motivation as students work on “real” tasks; tasks are
meaningful, “real world” applications);
-provides the most realistic assessment of job- related
competencies;
-includes tasks such as painting, speeches, m, musical
presentations, research papers, investigations, athletic
performance, projects, exhibitions, and other products that
require students to construct a unique response to a task.
D. Teacher’s ROLE
- Observes a student or group of students performing
a specific task;
-Shares with the student the responsibility of developing ang
organizing the performance task, and setting assessment
criteria;
-assigns a level of proficiency based on the performance.
E. CONSIDERATIONS
-provides an excellent way to assess reasoning skills;
-must have clearly defined criteria for the assessment.
4. The Exhibition/ Demonstration
A. DEFINITION
-is a performance in which a student demonstrates individual
achievement through the application of specific skills and
knowledge;
-is used to assess progress in tasks that require students to be
actively engaged in an activity (e.g. performing an experiment)
B. PURPOSE
-allow students to show achievement of a skill or knowledge
by requiring the student to demonstrate that skill or
knowledge in use.
C. CHARACTERISTICS
-is either an actual situation or a simulation (emphasis in a
simulation is upon mastery of the fundamentals of the
knowledge/skill);
-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 (e.g. basketball
circuit-jump shot, set shot, dribble around pylons).
D. TEACHER’S ROLE
-assesses how well a student performs a practice, behavior or
skill.
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 (e.g. all candidates in a music
demonstration play the same piece on the same piano.)
5. The Observational Strategy
A. DEFINITION
-is a process of systematically viewing and recording student
behavior for the purpose of making programming decisions;
permeates the entire teaching process by assisting the teacher
in making decisions required in effective teaching.
B. PURPOSE
-provides systematic, ongoing information about students in
relation to areas of strengths and weaknesses, preferred
learning styles, unique interests, learning needs, skills,
attitudes, behavior, and performance related expectations.
• C. CHARACTERISTICS
-can be used every day to asses students of different ages,
across subject areas, and in different settings (alone, in
partners, small groups or whole class);
-is structured with a clear purpose and focus;
-includes a written record which be a close to the time of the
event as possible. The record should be objective.
D. TEACHER’S ROLE
-watches students respond to questions, study, complete
assigned tasks;
-listens to students as they speak and discuss with others;
-observes nonverbal forms of communication (e.g.
attentiveness to lessons, signs of frustration);
-outline 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 take place?
When will the observation take place?
When will the observation occur?
How will the observation be recorded (notes,
audio/videotape)?
-observes the students in a variety of situations/settings;
-draws inferences on the basis of the information gathered;
-observes the student’s performance, then records
observations on recording devices (checklist, rating scale,
anecdotal record) which outline the framework and criteria for
observation.
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
(e.g. Oral Speaking, drawing, playing musical instruments,
applying motor skills in the physical education program, using
equipment in Design and Technology);
-can be collected by audio tape or video tape (allows the
teacher more detailed assessment of the performance after
the fact);
-Can limit student’s ability to act naturally if audio 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;
Should not interfere with the natural learning environment.
6. 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.
B. PURPOSE
-exchange information or share ideas between among the
individuals at the conference;
-explore the student’s thinking and to suggest next steps;
-assess the student’s level of understanding of a particular
concept or procedure;
-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.
C. CHARACTERISTICS
-provides a clear focus for discussion (i.e. a specific piece of
work);
-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;
-is brief, informal and occurs routinely;
-can be effective for both diagnostic and formative
assessment.
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 the
case of a writing conference, for example, a mini-lesson may
be given by the teacher;
-focuses on the process of reasoning followed by the student;
-records information (conference record) during or
immediately following the communication.
E. COSIDEARATIONS
-can be part of collaborative planning and decision-making;
-is assisted by prepared questions;
-can be an extremely useful formative assessment strategy for
students involved in major projects or independent studies.
The Interview
A.DEFINITION
-is a form of conversation in which all parties (teacher, student
and parent) increase their knowledge and understanding.
B. PURPOSE
-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;
-gather information, obtain clarification, determine positions
and probe for motivations;
-help determine student’s understanding of qualities of good
work.
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 questions.
D. TEACHER’S ROLE
-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.
E. CONSIDERATIONS
-needs time built in for conversations especially when the
purpose is an honest and thoughtful exchange.
7. Oral Strategy
The Questions and Answers
A. DEFINITION
Questions:
-are posed by the teacher to determine if students understand
what is being/has been presented or to extend thinking,
generate ideas or problem-solve.
Answers:
-provide opportunities for oral assessment when the student
responds to a question by speaking rather than by writing.
B. PURPOSE
-provide mechanism which monitors a student’s
understanding while assessing student progress (what they
know and can do);
-gather information about a student’s learning needs.
C. CHARACTERISTICS
-help teachers and students clarify their purpose for learning
and link previous information with new understandings.
D. TEACHER’s ROLE
The teacher
-notes how students answers 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 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.
-gather information about a student’s learning needs.
8. The Classroom Presentation
A.DEFINITION
-is an assessment which requires students to verbalize their
knowledge, select and present samples of finished work and
organize thoughts, in order to present a summary of learning
about a topic.
B. PURPOSE
-provide summative assessment upon completion of a project
or an essay
-asses students when it is inappropriate or difficult to test a
student’s understanding or knowledge with pencil-and-paper
test.
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. TEACHER’S ROLE
The Teacher
-with the students or alone, sets the criteria for the
assessment of the presentation (i.e., rubric);
-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.
9. Reflective Strategy
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
-assist students to take more responsibility and ownership of
their learning;
C. CHARACTERISTICS
-promotes the development of metacognitive ability (ability to
reflect on one’s own reasoning);
-may involve an introspective observation, a product
assessment or 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.
D. TEACHER’S ROLE
The Teacher
-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 student 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.
E. CONSIDERATIONS
Self-Assessment
-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.
10. The Response Journal
A.DEFINITION
-provides frequent written reflective responses to a material
that a student is reading, viewing, listening to, or discussing.
E. CONSIDERATIONS
Self-Assessment
-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.

10. 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;
-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. TEACHER’S ROLE
The teacher
-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 not emphasize the formal aspects of writing style or
correctness.
COMBINATION OF STRATEGIES
1.The Portfolio
A. DEFINITION
-is a purposeful collection of samples of student’s work that is
selective, and collaborative;
-demonstrates the range and depth of student’s achievement,
knowledge, and skills over time and across a variety of
contexts;
-has student involvement in selection of portfolio material as
part of the process;
-is a visual presentation of a student’s accomplishments,
capabilities, strengths, weaknesses, and progress over a
specified time.
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;
-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 his/her abilities as learner;
-promote an ongoing process where students demonstrate,
asses and revise in order to improve and produce quality work.
C. CHARACTERISTICS
-tracks students progress on a variety of assessments 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;
-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 the parents;
-provides the opportunity for students to practice, assess, and
select their own work.
D. TEACHER’S ROLE
The teacher
-makes regular formative assessments 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.
-determines or negotiates with the students the purpose for
the portfolios, the criteria for selections (e.g. number of items,
categories) and the time frame for use;
-reads the reflections and comments on the student’s
assessment of personal learning;
RECORDING DEVICES/TOOLS
-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:
1. 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 ongoing 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. CHARATERISTICS
-provides rich portraits of an individual student’s achievement;
-records observations 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 the event or
behavior;
-shows information collected over time and carefully analyzed
in order to make accurate judgments about student
achievements;
-provides a mechanism to recognize patterns of student
growth over time;
-is often used to document a student’s behavior for later
reference.
D. Teacher’s ROLE
The Teacher
-determines which observations are to be considered
significant and important;
-pre-plans the general format of the form with labels (e.g.
name of 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 a purpose (e.g. in terms of instructional
decisions, progress related to a specific student goal);
-establishes 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 conjunction with other assessment strategies;
-records interpretations or recommendations separately from
the description of the student’s performance.
2. The Checklist
A. DEFINITION
-is a list of actions or descriptions that are (teacher) checks off
as the particular behavior or expectations is observed;
-is a written list of performance criteria which is used to assess
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.
B. PURPOSE
-record whether a specific skill or behavior was “evident” or
“not evident”;
-record the presence or absence of specific behaviors in a given
situations;
-record a performance that can and should be shown to
students to help them see where improvement is needed.
C. CHARACTERISTICS
-is used when the process or product can be broken into
components that are judged to be present or absent; adequate
or inadequate;
-provides a list of key attributes of good performance that are
checked as either present or absent;
-is quick and useful with large number of criteria;
-can be used in a variety of settings to establish the presence
or absence of a series of conditions;
- enables the teacher to record whether 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;
-includes specific concepts, skills, processes, and/or attitudes
which are to be assessed;
-is diagnostic, reusable and capable of charting student
progress;
-is an effective way to obtain information about a student’s
improvement over time by using the same checklist more than
once;
-is useful for diagnosing an individual student’s strengths and
weaknesses;
-consists 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;
-is useful for students in self and peer assessment.
D. TEACHER’S ROLE
The Techer
-observes, judges, and determines if a 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;
-should make a sufficient number of observations about a
student before an evaluative judgment is applied.
3. The Rating Scale
A. DEFINITION
-is a simple tool for assessing performance on a several-point
scale ranging from low to high. It may have as few as 3 points,
or as many as 10 points;
-assesses the extent to which specified facts, skills, attitudes,
and/or behaviors are observed in a student’s work or
performance;
-is based on a set of criteria which allows the teacher to judge
performance, product, attitude, and/or behavior along a
continuum;
-is used to judge the quality of a performance.
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 characteristics;
-record the range of student achievement in relation to
specific behaviors;
-describe performance along a continuum.
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 describe 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 ratings
consider all the scoring criteria simultaneously, rather than
assigning separate scores.
D. TEACHER’S ROLE
The Teacher
-uses a scale to describe the student;
-makes decisions about the student’s work on the basis of
descriptions, categories, or topic and ssigns a numerical or
qualitative description;
E. CONSIDERATIONS
-uses statements 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 (teacher, student, peer).
-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 the accuracy.
E. CONSIDERATIONS
-uses statements 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 (teacher, student, peer).
-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 the accuracy.
B. PURPOSE
-summarize both student performance and product against
pre-stated criteria;
-make scoring of student performance more precise than using
a list of items;
-provide a clear description of what “quality” work looks like.
C. CHARACTERISTICS
-consists of several descriptions, each for a different level of
quality;
-addresses several qualities (criteria) simultaneously within
the same scale and at different levels;
-uses the same set of variables to judge at each level of rating;
-uses specific descriptions of each of the variables for each
point along the continuum;
-communicates to students, teachers, and parents what is
expected in terms of “quality" work;
-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.
D. TEACHER’S ROLE
The Teacher
-selects which of the descriptions comes closest to the
student’s performance.
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
ownership of the criteria and provides concrete examples of
good and poor performance or products;
-communicates to students, teachers, and parents what is
expected in terms of “quality" work;
-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.
D. TEACHER’S ROLE
The Teacher
-selects which of the descriptions comes closest to the
student’s performance.
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
ownership of the criteria and provides concrete examples of
good and poor performance or products;
C. CHARACTERISTICS
-is 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.
D. TEACHER’S ROLE
The Teacher
-provides the guidelines for the maintenance of the learning
log;
-provides regular feedback to the students.
E. CONSIDERATIONS
-may present a challenge for some students who have a
difficult time expressing their thoughts in writing;
-provides students with opportunities for reflection about
their progress toward a stated goal.
9. CHECKLIST-The teacher will make a list of objectives
that students need to master and then check off the
skill as the student masters it.
10. CARTOONING-Students will use drawings to depict
situation and ideas. Example: Environmental Issues
11. MODELS-The students produce a miniature replica of
a given topic. Example: Molecules
12. NOTES-Students write a summary of lesson.
13. DAILY ASSIGNMENTS-The students complete work
assigned on a daily basis to be completed at the
school or home. Example: Worksheets Issues
14. ANECDOTAL RECORD-The teachers record a
student’s behavior. Example: A daily log of student’s
success.
15. PANEL-A group of students verbally preset
information. Example: A discussion presenting both
the pros and cons of the environmental issues.
16. LEARNING CENTERS-Students use teacher provided
activities for hands-on learning. Example: An activity
folder on frog dissection.
17. DEMONSTRATION-Students present a visual
enactment of a particular skill or activity. Examples:
Proving that air has a weight.
18. PROBLEM SOLVING-Student follow a step-by-step
solution of a problem.
19. DISCUSSIONS-Students in a group verbally interact on
a given topic. Example: Environmental Issues
20. ORGANIZE NOTE SHEETS AND STUDY GUIDES-
Students collect information to help pass a test.
Example: one 3x5 note card with information to be
used during a test.

NON-TEST MONITORING AND ASSESSMENT

1. ORAL and WRITTEN REPORTS-Students research

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.
Example: Cooperative Learning.
3. JOURNAL- Students write daily on assigned or
personal topics. Example: What is the thing you
remember about yesterday’s lesson.
4. PORTFOLIO OF STUDENT WORK-Teacher collects
samples of student’s work and saves for determined
amount of time. Example: Dated sample of students’
writing, test, etc.
5. SLATES OR HAND SIGNALS-Students use slates or
hand signals as a means of signaling answers to the
teacher. Example: Review Questions-write answers
and hold up slate.
6. GAMES-Teachers utilize fun activities to have the
students practice and review concepts. Example:
Science Trivia.
7. PROJECTS-The students research on a topic and
present in a creative way.
8. DEBATES-The students take opposing position on a
topic and defend their position. Example: The pros
and cons of an environment legislation.