An important aspect of organizing an evaluation plan is managing the records that are kept. Not only is the collecting of student assessment information required, instructors/teachers must also consider the development of assessment instruments, the administration of them, and the recording of the results. Some instruments that may be adapted or used in the Driver Education classroom have been included in the Templates for Assessment and Evaluation section of these guidelines. The use of word processing, database management, and spreadsheet computer software applications may facilitate the processes for developing and managing assessment information.

The following ideas for recordkeeping and organizing for assessment have been adapted from Student Evaluation: A Teacher Handbook Follow-up Inservice (Saskatchewan Education, 1993). These tips may assist any instructor/teacher when considering how an evaluation program may be organized.

• Keep a master list of the writing skills, oral language skills, interpersonal skills, attitudes and processes that may be applicable to the various areas taught to save time in constructing assessment instruments.
• Involve students in assessing their own learning progress. When students are aware of the expectations the instructor/teacher has for the them, the students are able to become accurate self-assessors. Throughout the curriculum there are various opportunities for student self-assessment.
• Involve students in the filing of assessment instruments (as much as they are able). Students will learn organizational skills as well as learn to become fully aware of the information being gathered on their progress.
• Extend observations over time. It is not possible nor advisable to see every observable student behaviour that may be listed on a checklist or rating scale exhibited by every student during one period of time. Ongoing assessment should collect student learning progress information over time. A checklist completed over a term, used on a regular basis, gives a better view of what a student can do compared with observations that are one-time, one-shot attempts.
• Keep track of the students about whom you have collected information. Instructors/teachers may consider keeping an alphabetical listing of all students in the classroom on a clipboard. Names may be checked off as observations are made, providing an opportunity to focus on those students yet to be observed.
• Contact other instructors/teachers who are teaching the same curriculum to share ideas and plan together.
• Keep it simple. Consider the essentials and streamline the assessment routine.