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| Assessment: | the gathering, organizing and recording of evidence and information related to student performance | |
| Evaluation: | the interpreting of the data which has been collected | |
| Kinds of Assessment | ||
| Diagnostic: | provides information about what learners know and understand | |
| Formative: | provides information on progress of students | |
| Summative: | provides information about how students change over time |
Characteristics of Effective Assessment
1. systematic and integral part of the teaching/learning process
2. incorporates multiple and varied sources of data
3. comprehensive and purposeful
4. sensitive to cultural, racial and gender differences
5. improvement focused
6. encourages student participation
7. reflects what we know about learners
8. invites parental participation
| Sharon Rich and Adele Woolfe, Reading Part 2 Additional Qualifications Course, Althouse College, Faculty of Education, UWO |
Purposes of Assessment
Decisions about program strategies, materials, accommodations
Decisions about Diagnosis, Grading, Instruction, Placement, and Promotion
Decisions about Effectiveness of Program
Decisions about Accountability
The Dimensions and Language of Assessment
Authentic Assessment
Standardized Tests
Informal Assessments
Criterion-Referenced Assessments
Norm-referenced Assessments
Ways to Gather Assessment Information, (both Product and Process)
Planned Observations, Unplanned Observations
Checklists and Observation Guides
Journals
Learning Logs
Informal Inventories and Surveys
Conferences and Interviews
Work Folders, Projects, Samples and Assignments
Photographs, audio and video tapes
Self and Peer Assessment
Information compiled from:
| Froese, V. (Ed.). Language across the
curriculum. (1997). Toronto, ON: Harcourt Brace & Company Canada,
Ltd. (Chapter 12)
Assessing Language Arts, Junior Division. (1990). Toronto: ON: Ministry of Education. (pp. 21-23) |
Ways of Recording Assessment Information
Student Profiles are the teacher's collection of artifacts such as:
|
The teacher uses this collection of materials to
make decisions about programming for the student and to form a summary
evaluation of the student's learning at the end of a particular period.
Student Portfolios are either the student's selection of artifacts or a collection of artifacts selected by both the student and the teacher. The artifacts may be the same as listed in the profile. However, there are reflective pages which explain why particular artifacts have been selected for inclusion in the portfolio. Student Portfolios reflect the close relationship between program and authentic assessment. The reflection celebrates present learning and directs future planning. Portfolios may be a finished display of learning or a work-in-progress. |
| Further information for your interest: | |
| The Ontario Curriculum Documents: a Focus on Accountability | |
| Samples of Language Arts Assessment Tools in Language Across the Curriculum |
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