This document discusses various assessment tools used in social studies including anecdotal records, rubrics, objective tests, creative works, journals, reaction papers, structured observations, and portfolios. Anecdotal records provide written observations of student progress. Rubrics describe levels of achievement using criteria. Objective tests have right/wrong answers. Creative works are artistic manifestations. Journals record reflections. Reaction papers contain personal opinions on readings. Structured observations specify what to observe. Portfolios are collections of student work showing growth over time.
This document discusses various assessment tools used in social studies including anecdotal records, rubrics, objective tests, creative works, journals, reaction papers, structured observations, and portfolios. Anecdotal records provide written observations of student progress. Rubrics describe levels of achievement using criteria. Objective tests have right/wrong answers. Creative works are artistic manifestations. Journals record reflections. Reaction papers contain personal opinions on readings. Structured observations specify what to observe. Portfolios are collections of student work showing growth over time.
This document discusses various assessment tools used in social studies including anecdotal records, rubrics, objective tests, creative works, journals, reaction papers, structured observations, and portfolios. Anecdotal records provide written observations of student progress. Rubrics describe levels of achievement using criteria. Objective tests have right/wrong answers. Creative works are artistic manifestations. Journals record reflections. Reaction papers contain personal opinions on readings. Structured observations specify what to observe. Portfolios are collections of student work showing growth over time.
WMSU • Assessment strategies are the structures through which student knowledge and skills are assessed.
• Recording devises provide various means of organizing
the recordings of information about student achievement. Teaches can choose or develop recording devises which suit the teacher's style, the students and the activity or learning being assessed. Anecdotal Records
• 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. • The anecdotal record is used to: • provide an ongoing record of written observations of students 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 Rubrics
• is a series of statements describing a range of levels of achievement
of a process, product or performance; • contains brief, written descriptions of different levels of student performance; • designs desired expectations with specific performances outlined for each level; • is a descriptive rating scale which requires the rater to choose among the different levels; • uses criteria and associated description to assess the actual performance. Purpose • summarize both student performance and product against pre-stated criteria; • make scoring of student performance more precise than using the list of items; • provide a clear description of what “quality” work looks like. Objective test • An objective test is a test that has right or wrong answers and so can be marked objectively. It can be compared with a subjective test, which is evaluated by giving an opinion, usually based on agreed criteria. Creative work • A creative work is a manifestation of creative effort including fine art work (sculpture, paintings, drawing, sketching, performance art), dance, writing (literature), filmmaking, and musical composition. Journal • Provides frequent written reflective response to a material that a student is reading, viewing, listening to, or discussing.
• journal is used to: record personal reflections,
observations, and interpretations. Reaction paper
• A reaction paper is a type of written assignment, which
requires personal opinion and conclusions on a given article or abstract. • Unlike a summary, a reaction paper should contain your own thoughts on the problem, discussed in the original text. Structured Observation • Also known as systemic observation.
• For structured observation the researcher specifies in
detail what is to be observed and how the measurements are to be recorded. Portfolio • Is a purposeful collection of samples of a student’s work that is selective, reflective, and collaborative; • Demonstrate the range and depth of a student’s achievement, knowledge, and skills over time and across a variety of context; • Has student involvement in selection of portfolio materials as part of the process; • Is a visual presentation of a student’s accomplishments, capabilities, strengths, weaknesses, and progress over a specified time Purpose • Document typical student work and progress; • Provide a comprehensive view of the student’s progress, efforts and achievements; • Reflect growth and progress but my 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 her/his abilities as a learner; • Promote an ongoing process where students demonstrate, assess and revise in order to improve and produce quality work.