Assessment: Collecting information on the progress of students' learning using a variety of procedures (e.g., checklists, inventories, self-assessments).
Evaluation: Making judgements on the basis of the information collected.
Reporting: Conveying the results.
Build instruction from what students already know and can do with language. Throughout this section of the guide, suggestions are given to teachers to help them find out what students know and can do with language. The assessment tools can be used as part of daily language arts instruction and are relatively informal in nature. A single assessment does not reveal enough information to draw conclusions. Teachers can, however, develop tentative ideas about each student's literacy needs through combining information gained from daily interactions and observations and from a range of assessment tools.
Informal assessment is incorporated into daily activities in natural and enjoyable ways. Normally, assessment would not be scheduled separately from instruction. Young students should not feel under pressure to "perform well" or that they are being "tested".
Any language arts assessments should give students opportunities to demonstrate what they know and can do with language. Teachers should use a variety of assessment tools and techniques to determine where students are, to set goals for instruction, to monitor students' language growth and development, and to give feedback to students so they can monitor their own development.
Assessment is the ongoing process of gathering data about students' language understanding, skills, strategies, and attitudes. It provides the information teachers need to design optimal situations for group and individual learning. Assessment occurs throughout all stages of an effective language arts program. Before, during, and after lessons and units, teachers should consider students' needs and growth. They assess:
Before
During
After
Diagnostic assessment is used to determine an individual's understanding of language concepts and ability to use language skills and strategies. These assessments allow the teacher to determine how to build or deepen the student's understanding of the concepts, skills, or strategies. Diagnostic assessments include miscue analysis, informal inventories, and individual listening, speaking, reading, writing, viewing, and representing tasks.
Formative assessment is ongoing assessment used to determine how well students are working toward an objective or expectation. It includes the use of checklists, conferences, self-assessment, and focused observation.
Summative assessment is the collection of data to measure the product of learning. It includes observations, performance work, unit project work, portfolio assessments, self-assessments, and additional selected assessment instruments and rubrics.
Different types of assessment and evaluation can be used to help teachers develop a profile of students' language competencies and achievements.
Criterion-referenced assessment and evaluation compares a student's language competencies and achievements to the curriculum objectives. The student performs a task or demonstrates a language skill or strategy.
Norm-referenced assessment and evaluation compares a student's language competencies and achievements to a group standard including provincial scoring scales and exemplars.
Self-referenced assessment and evaluation allows a student to assess his or her individual language competencies, achievements, and growth compared to previous performances.
All three types of assessment can be used for formative, diagnostic, and summative purposes. Ongoing assessment, record-keeping, and communication allow the teacher to make wise instructional decisions for all students and to demonstrate public accountability.
Sample assessment forms provided in this section include:
It is anticipated that teachers will use or adapt these sample forms to accommodate their particular assessment needs.
Teachers should utilize a variety of assessment techniques to monitor students' language growth and development. Some key techniques are described below.
Oservation
Observation of students as they use language in various learning experiences is one of the most important components of assessment. Although observation is often termed "kid watching" (Goodman, 1986), it involves much more than teachers simply interacting with students or watching and listening to students in the classroom. Observation involves the systematic collection and analysis of observable data.
Teachers need to know what they are looking for, and they need to analyze what they are seeing in order to make valid judgements (evaluation) and decisions about students' abilities. Teachers also need to keep their knowledge of the developmental nature of language acquisition in mind as they interpret their observations. These interpretations can be used to plan and adjust instruction, and to provide key information for feedback to students and parents.
Checklists and Anecdotal Comments
Checklists and anecdotal comments are useful tools to structure, direct, and record observations. These tools are usually supplemented by conversations, conferences, and interviews. Sometimes, when appropriate, student activities may be audio or video taped.
Checklists can be used to observe how students use the language processes as they listen, talk, read, write, view, and represent. Students' language products - oral, written, visual - can also be assessed.
Although students develop at different rates, the checklists included in this section are intended to highlight the language development of students from kindergarten to grade 5. Some students may fall somewhat below these benchmarks, while other students will surpass them.
Anecdotal notes provide ongoing records about an individual student's performance in listening, speaking, reading, writing, viewing and representing activities, as well as their needs and language development over a period of time. Methods of recording and keeping anecdotal records on individual students, small groups, or the entire class vary. Some teachers like to use self-stick notes or maintain a separate blank page for each student in a binder. All observations should be dated and focused on what students know and can do.
An effective language arts program recognizes the phase of development of each student and builds on it in each language strand. In addition to checklists and anecdotal records, teachers can use rating scales, inventories, and other techniques and instruments to note specific behaviours, knowledge, skills, and strategies.
Self-assessment
Self-assessment is a flexible and useful tool. Self-assessment helps students develop higher order metacognitive skills (Marzano, 2000; Hansen, 1994) and to identify individual learning goals. Students participate in self-assessment in order to find out what they have learned so they will know what to focus on next.
Creating a Language Profile
Using the objectives and several different language assessment techniques, teachers can build language profiles of students, determine their progress, and plan future activities. Sample forms provided in this section include: