Assessment and Evaluation

Purpose

The purposes of assessment and evaluation include the following:

to facilitate and measure growth and progress in English language arts
to gauge students' growth, development, and progress against stated learning objectives
to inform students and parents/caregivers about the objectives of the program and student progress toward meeting them
to provide education administrators and others with information regarding the effectiveness of programs.

Definition of Terms

Assessment: Collecting information on the progress of students' learning using a variety of procedures (e.g., checklists, formal tests, inventories, self-assessment, language arts portfolios).

Evaluation: Making judgements on the basis of the information collected.

Grading: Assigning a mark based on the information gathered from assessment instruments.

Reporting: Conveying the results to students, parents/caregivers, and administrators.

Principles of Student Evaluation

Given that the most important function of evaluation is the promotion of learning, the following principles should be reflected in the assessment and evaluation of students.

1. Assessment and evaluation reflect the stated learning objectives and are integrated with instruction.

Assessment instruments, grading methods, and reporting to students and parents should mirror this principle. Assessment must be part of the planning process rather than an after-thought. Instruments teachers use must be appropriate and complementary to the instructional strategies used and to the objectives being developed.

2. Assessment and evaluation are continuous and purposeful.

Frequent monitoring of learning allows the program to be responsive to the needs of the students. Assessment and evaluation should be continuous and should not occur only at report card time. Continuous assessment allows teachers to determine individual student needs and to adjust instruction as appropriate.

3. Evaluation expectations need to be communicated clearly at the beginning of the course, module, and learning experience.

Students and parents should be informed of the objectives of the program, the means of assessment, and the criteria to be met. Where possible, evaluation expectations should be developed in consultation with students. Teachers also must maintain communication with parents concerning student progress.

4. Assessment and evaluation must be fair and equitable.

Assessment and evaluation should be sensitive to cultural, linguistic, and community situations as well as to individual student needs and learning styles. Where possible, students should be provided with a variety of ways to demonstrate their learning . Students want to know where they stand and yet each responds differently to evaluation. Some students will regard a critical comment as a challenge that spurs them on to better work, while others are discouraged by criticism. As much as possible, these considerations need to be balanced against maintaining common, appropriate standards. Assessment and evaluation should be constructive for each student.

5. Assessment and evaluation should be balanced and comprehensive.

Assessment and evaluation should address all language strands. In addition, means of assessment should be varied and balanced. For example, consideration should be given to:

Teacher/peer/self-evaluation: Teacher created assignments, tests, and observations provide important evaluation information. In addition, peer evaluation can provide many opportunities for extending learning and for increasing student confidence and involvement in the learning process. Self-monitoring and assessment allow students to become aware of their own learning and to enhance it.
Content/process/product: Content, process, and product each play a role in assessment and evaluation. Students must know "what" they are required to learn (i.e., content), "how" they are expected to learn (i.e., process), and "what evidence" they will be required to produce as a result of that understanding (i.e., product). As much as possible, students should be introduced to a variety of ways to learn and demonstrate their learning. The content of the language arts program is based on the concepts surrounding language and various oral, print, and other media texts. The processes of the language arts classroom are speaking, listening, writing, reading, representing, and viewing. The products of the language arts course are the combined results of the content and processes (e.g., a report or speech).

Diagnostic, Formative, and Summative Evaluation

Diagnostic evaluation should be done informally and continuously. It is used to assess the strengths and needs of students and to make program adjustments. It is used for "diagnosis" rather than "grading".

Formative evaluation should be conducted continuously throughout the course. It is used to improve instruction and learning and to keep both students and teachers aware of the course objectives and the students' progress in meeting those objectives. The results of formative evaluation are analyzed and used to focus the efforts of the teacher and students.

Summative evaluation occurs at the end of a unit of learning-e.g., the end of a module or semester. Results can provide information about the effectiveness of instruction and the effectiveness of a program. The results of summative evaluation should form only a portion of the data used to determine students' grades. An appropriate balance of formative and summative evaluation should be used.

Language Arts Portfolios

The portfolio--or collection of students' notes, works-in-progress, research information, and completed projects--can be an effective way for students, teachers, and parents to observe student progress over a period of time. Because portfolios are purposeful collections of student work, they can serve as the basis for evaluation of student effort, progress, and achievements in English language arts. A term-end portfolio, assembled by the student a few weeks before a reporting period, can include specially selected written products; audiotapes; videotapes of oral presentations and debates; and visuals such as posters, graphics, and photographs from the term. A multi-year portfolio can act as a showcase of the student's best work over time from several courses.

Students should understand the criteria for what to include in their portfolios and how to make the selection. Consideration might be given to the following:

What kind of portfolio will the students compile--exemplary works, works-in-progress, journal notes, records of research, or some combination?
What period of time will the portfolio cover?
How will it be evaluated?
How will it foster independent learning?
How will it encourage the students to reflect on their work and growth?

The portfolio as a product is important, but the process of assembling an English language arts portfolio is just as important. As students select work to be included in the portfolio, they develop pride in their work and see clearly their own progress.

A Suggested Evaluation Procedure

Teachers may consider the following suggested evaluation procedure.

Step 1: Determine what content, processes, and products will be emphasized in the course and in specific modules. Review the foundational objectives for the course and the specific learning objectives to be developed.

Step 2: Determine what strategies will be used to assess the content, processes, and products. Many assessment strategies can and should be used. Continuous assessment is essential. The following list is by no means complete:

checklists
anecdotal notes
portfolios
written assignments
speeches
self-assessments
peer assessments
teacher-constructed assessments
tests
interviews
conferences
reading and listening logs
journals.

Step 3: Consider how the objectives, expectations, and assessment and evaluation strategies will be shared with students, parents, and administrators.

Step 4: Decide how the various assessments will be translated into a grade. Remember that various assessments should be included, and that grades should not be based on a unit- or module-end assessment only.

Sample Assessment Forms

The following pages are several checklists and anecdotal recordkeeping forms. These are samples only and are intended to give teachers ideas for the kinds of forms they can develop to assist them in continuous assessment. Teachers are encouraged to develop their own forms as applicable to the content of lessons and the type of instruction (e.g., small group work, student presentations). Teachers should keep in mind that both communicator and responder should be assessed, as both are players in the communication process (speaker and listener, writer and reader).

Sample Self-assessment for Effective Communication

Student's Name: ____________________ Date: ____________________

Effective Communication	Usually	Sometimes	Rarely	Never
When other people speak to me, I am attentive and try to listen and understand what they are saying.
When I do not understand what another person is telling me, I ask that person to explain the meaning.
When I disagree with what a person is saying, I do so respectfully and in the spirit of constructive discussion.
I enjoy discussing issues and hearing other people's opinions.
When I speak to someone from another culture, I am aware that body language and manner of speaking might differ from my own.
When I speak to someone whose first language is different from my own, I try to communicate clearly and listen attentively.
When I am writing something, I think about who is going to read it, and why I am writing it.
I consider the constructive comments of others about my writing without becoming defensive.
When I have written something, I read it back to myself to be sure I said what I wanted to say.
I enjoy reading for information and reading what other people have to say about something in which I am interested.
I know how to search for information that I need.
When I search for information I make sure I have a clear idea of what I want to find out.

Based on the above, I describe myself as a communicator in the following way:

I could improve my communication abilities by:

Sample Assessment for Formal Speaking

This form can be used for self, peer, or teacher assessment.

Speaker: ____________________ Date: ____________________

Topic: _________________________ Audience: _________________________

Rating Scale: Excellent - 5, Very Good - 4, Good - 3, Fair - 2, Poor - 1

	Comments	Rating
Content
Research
Completeness
Accuracy
Relevance
Depth of Coverage
Delivery
Organization (introduction, body, conclusion)
Voice (volume, pitch, rate)
Fluency (articulation, pronunciation)
Body Language (appropriate eye contact, gestures, posture)
Persuasion and Interest
Other

Note: Some items listed above (e.g., pronunciation, eye contact) can vary across cultures and in accordance with the situation. Teachers should also be aware of second language and dialectical differences that can be present in students' speech, and ad apt their assessment instruments accordingly.

Sample Listening Self-assessment

Student's Name: ____________________ Date: ____________________

Listening Experience: ________________________________________

	Yes	Most of the time	Some of the time	Not at all
I tried to listen attentively throughout the presentation. Comments:
I took effective notes if I was expected to or if the speaker was presenting information that might to useful to me. Comments:
I was polite and showed consideration to the speaker. Comments:
I was able to determine important points or ideas in what I heard. Comments:
I thought about how the presentation might be relevant to me. Comments:
I thought about the speaker's perspective or point of view, whether I agreed or disagreed with him/her, and why. Comments:

Sample Writing Assessment

Student's Name: ____________________ Date: ____________________

Writing Assignment: ________________________________________

Learning Objective	Progress Toward Meeting Objective
Demonstrates the ability to transmit information with clarity and brevity. Comment on where the student was at the beginning of the course:
Uses the writing process. Comment on where the student was at the beginning of the course:
Confers with peers and teachers. Comment on where the student was at the beginning of the course:

Sample Self-assessment for Reading

Name: Date: Selection: Before I read this selection, I:
Yes	No
____	____	thought about the title and what it suggested the selection was about.
____	____	previewed the whole selection or parts of it.
____	____	thought about the subject or situation suggested by my preview.
____	____	set a purpose for my reading.
____	____	used other strategies including: (List any other strategies used before reading the selection.)
While I read this selection, I:
Yes	No
____	____	created a dialogue with the writer (e.g., What is the writer saying? What is the main idea? How is it supported? What is the writer's viewpoint? What do I already know about this? What am I learning about this?).
____	____	paraphrased or retold to myself what I was reading.
____	____	imagined what places, people, events might look like, or imagined whatever the writer was explaining.
____	____	connected my personal experience to what I was reading.
____	____	made inferences from textual clues given by the writer.
____	____	distinguished fact from opinion.
____	____	predicted and then confirmed what the writer might say next.
____	____	went back and reread confusing parts.
____	____	checked words that I did not know the meaning of from context.
____	____	used other strategies including: (List any other strategies used while reading the selection.)
After I read this selection, I:
Yes	No
____	____	determined my initial impression of what I had read.
____	____	discussed what I had read and my impressions with someone.
____	____	reflected on what I had read.
____	____	reviewed and summarized what I had read and learned.
____	____	made notes in my journal, notebook, or in my head.
____	____	reread and developed a more thoughtful interpretation of what I had read (e.g., considered why the writer wrote the text, what was being presented, and how it was constructed).
____	____	evaluated what I had read and supported my judgements with references to the text.
____	____	used other strategies including: (List other strategies used after reading the selection.)

Sample Assessment for Representing

Student's Name:

Purpose:

Audience:

Context:

Date of Presentation:

Rating Scale: 5 = Excellent, 4 = Very Good, 3 = Good, 2 = Fair, 1 = Poor

Criteria	Comments	Rating
Content		1 2 3 4 5
Organization		1 2 3 4 5
Graphics and Visual Aids Design/Layout Graphics/Animation Visual Impact		1 2 3 4 5
Use of Equipment		1 2 3 4 5

Additional Comments:

Sample Assessment for Viewing

Student's Name:

Presentation:

Date of Presentation:

Rating Scale: 5 = Excellent, 4 = Very Good, 3 = Good, 2 = Fair, 1 = Poor

Preparing for Viewing:

Prepared for viewing situation
Set purpose
Focused attention to task

Rating: 1 2 3 4 5

While Viewing

Attentive during presentation
Adjusted viewing strategies depending on the presentation and purpose
Made notes, diagrams, or visual images of important and relevant material
Remained open-minded and objective

Rating: 1 2 3 4 5

After Viewing

Reflected on and interpreted message
Evaluated message and presentation in an open-minded and objective manner
Followed up

Rating: 1 2 3 4 5

Comments:

Sample Portfolio Assessment

Student's Name: _____________________________ Date: ____________________

Type of Assessment: Continuous, End of Project, End of Module, End of Term

Rating Scale: Excellent - 5, Very Good - 4, Good - 3, Fair - 2, Poor - 1

Criteria	Rating	Comments
Portfolio showed evidence that student completed assignments.
Student selected appropriate material.
Portfolio showed evidence of student's understanding of project/module/course objectives.
Portfolio showed evidence of student's pride in own work and commitment to communication projects/experiences.
Portfolio showed evidence of student's understanding of the process of developing and organizing ideas.

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