Student Assessment Breakdown
Types of Assessments
- Diagnostic Assessment
l Test given at the beginning of the year to determine what level each student is at. Used by teachers to inform their practice and lesson planning.
- Self assessments
l Students are given the opportunity to self-evaluate their own work
- Peer assessments
l Ex. Exhibition of projects in the classroom, each student is responsible for assessing one of their peers. Can be a simple checklist, or a smiley/sad face type
- Conferences
l Met with students one on one, on a regular basis to talk about their progress in class. Allow space and time for students acknowledge for progress and identify areas for improvement. Conferences give students the opportunity to reflect and thus take responsibility for their own learning.
- Test/Quizzes/Exams
l Multiple Choice, fill in the blanks, short and long answers, matching etc.
Projects/Assignments to be Assessed
- Written projects (ex. written stories/sentences with illustrations, essays)
- Oral presentations (ex. Present family photos, describing pictures)
- Portfolio (a collection of student’s best work)
- Journals
- Class participation & group work (ex. Oral class, asking & answering questions) Group projects
Assessment tools for Projects/Assignments
l Rating Scales
l Rubrics (examples below)
l Checklist
- Are great for participation marks. They are quick, easy and effective when completed on a regular basis.
l Anecdotal notes
- ** Important to provide students with descriptive feedback. Can describe certain situations or general comments about their strengths/areas for improvement, for example. Useful when writing report cards!
Strategies for Anecdotal Note taking
Anecdotal notes are great for assessing the younger age groups, but is time consuming and often subjective. Here are some strategies that have worked for many teachers:
Immediate Note taking
- Every time a student demonstrates their understanding of a concept or meets the learning objective then record it down on your notepad. If anything stands out, simply record it down, whether it is behavioral or academic. At the end of the day organize your notes.
End of Day Note taking
- Begin an anecdotal note taking binder by dividing the binder into separate sections dedicated to each of your students. Take 15 minutes after school to sit down and jot quick notes about the student’s behavior, participation or learning progress during the lessons today. Be as specific as possible. By the end of the term you will have a binder filled with observations, comments and feedback to give to the students and their parents.
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