Traditionally, evaluation of student learning focused on factual content and student progress was frequently assessed by using methods such as paper-and-pencil tests. Emphasis on critical and creative thinking, independent learning, and personal and social values and skills suggests that teachers should use a wider variety of assessment methods.

There are three main types of student evaluation. Formative evaluation is a continuous classroom process that keeps students, parents or care givers, and teachers informed of students' progress toward curriculum objectives. The main purpose is to guide instruction and student learning. Summative evaluation occurs most often at the end of a unit of study. The primary purposes are to determine what knowledge, skills/abilities, attitudes/values, and citizen action have developed over a period of time, and to report progress relative to the curriculum objectives to students, parents or care givers, and teachers. Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction. The main purposes are to identify students with particular developmental needs so that individual assistance can be provided, to ensure that all learners are sufficiently challenged, and to identify student interests.

Evaluation may be viewed as a cyclical process that includes four phases:

1. preparation
2. assessment
3. evaluation
4. reflection

During the assessment phase, teachers select appropriate tools and methods, then collect and collate information on student progress. Teachers may determine where, when and how assessments will be conducted, and students should be consulted or at least kept informed of the teacher's decisions.

During the evaluation phase, teachers interpret the assessment information and make judgements about student progress. Based on the judgements or evaluation, teachers make decisions about student learning and report progress to students and parents or caregivers. Encouraging students to participate in evaluation nurtures responsibility for their learning.

The reflection phase allows teachers to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, teachers evaluate the utility, equity and appropriateness of the assessment methods used. Such reflection assists teachers in making decisions concerning improvements or modifications to subsequent instruction and evaluation.

Evaluation in elementary social studies works towards student responsibility. Judgements about a student's learning progress will be made on the four components of the social studies program: knowledge, skills/abilities, attitudes/values, and citizen action. Assessment of student progress should be directly related to the learning objectives and the instructional strategies and methods that are used.

Teachers are encouraged to use a variety of monitoring techniques that will collectively provide information about students' knowledge, skills/abilities, attitudes/values, and actions. Large amounts of data will be gathered throughout the school year. It is important that teachers maintain well organized, concise, and accessible records. A portfolio for each student is recommended.

Evaluation should reflect a balance of teacher assessment, peer assessment, and self assessment. The teacher takes more responsibility when required (e.g., in the early part of the year).

Self-assessment requires students to reflect upon their achievements and to compare their performance to stated objectives or previous efforts. When students recognize progress and can identify weaknesses, they are often motivated to extend their abilities. Self-evaluation is integral to independent learning.

The tools used for peer and self-assessment should be collaboratively constructed by teachers and students. It is important for teachers to discuss learning objectives and to develop assessment criteria relevant to those objectives with individual students and groups of students. Teachers must model fair and equitable evaluation and provide constructive feedback before students can competently practice peer and self-assessment.

Guiding principles for evaluation include the following points:

• Evaluation should be a planned, continuous activity that is linked to both curriculum objectives and instructional practices.
• A variety of assessment techniques should be used. Students should be given opportunities to demonstrate the extent of their knowledge, understandings, skills, attitudes, and actions in a variety of ways.
• Evaluation plans should be communicated in advance. Students should have opportunities for input into the evaluation process.
• Evaluation should be fair and equitable. It should be sensitive to family, classroom, school, and community situations; it should be free of bias.
• Evaluation should provide positive feedback and encourage students to actively participate in their own learning.

The following student assessment techniques are presented in four major groups: methods that are organizational in nature, methods teachers use for data recording, ongoing student activities where students are assessed as they go about their customary learning activities, and quizzes and tests where students are engaged in test-taking activities.

Methods of Organization

• Assessment Stations
• Individual Assessments
• Group Assessments
• Contracts
• Peer and self-Assessments
• Portfolios

• Anecdotal Records
• Observation Checklists
• Rating Scales

• Written Assignments
• Presentations
• Performance Assessments
• Homework

• Oral Assessment Items
• Performance Test Items
• Extended Open-Response Items
• Short-Answer Items
• Matching Items
• Multiple-Choice Items
• True/False Items

From Student Evaluation: A Teacher Handbook (December 1991)

An anecdotal record is a written description of the observations made of students. It may be recorded as a running account of what a child says and does during a particular period of time or as a record of significant incidents. Anecdotal records:

• are factual excluding personal reactions and interpretations;
• are brief using abbreviations and blanks, then, if necessary, filling in the details later;
• do not compare the child being observed with others;

Observation checklists and anecdotal records:

• are based on the foundational and learning objectives of the curriculum;
• may be used to discuss student progress during conferences with students and parents/caregivers;
• have characteristics that are specific and easily observable;
• should not interfere with communication with children - their immediate needs take priority;
• should be dated;
• may be used in collecting information for all students in turn;
• should not be used to isolate special needs students;
• may be limited to a few children daily; and
• should be organized in a systematic fashion.

Performance assessment involves a process and a product. For example, in having students locate a number of places on a map, identifying the places is the product and using the atlas index and the map grid is the process.

A teacher may use a checklist of criteria to determine whether the student showed evidence of the processes being specifically targeted through that student activity.

The portfolio may include a variety of items such as anecdotal records, checklists, written assignments, reflective writing, information gathered during conferences and interviews, student's self-evaluation, and test or quiz items. Portfolios are useful for assessing progress and may be shared with teachers, students, and parents.

The following pages contain evaluation templates, which may be used as developed or be adapted to specific instructional objectives. They have been included because they represent varying approaches to evaluation.

Assessment of Attitudes and Values: Environment

This is how I feel about looking after the environment.

Use a similar format to evaluate attitudes and values related to other learning objectives. Provide picture captions such as:

• This is how I feel about fighting on the playground;
• This is how I feel when someone is being hurt.

For assessment purposes, copies of this template may be placed in the students'portfolios. If the template were completed a few times during a school year, it could be used to show growth over time.

Assessment of Citizen Action: Decisions About How I Conserve Resources

Decisions About How I Conserve Resources

Name	Week One	Week Two	Week Three	Week Four
Action

For the template above, a rating scale may be used to assess citizen action. Older students might use a numeric rating scale (1 = great, 2 = okay, 3 = needs improvement). This template also lends itself to use a checklist simply indicating with a check mark or "x" whether the action was completed. Younger students may use happy and sad faces.

Students and teachers should work together to identify possible objectives. Students then choose one or two objectives to pursue.

Criteria teachers choose to use for this activity might include:

1 Student lists objectives for each week. Student consistently chooses realistic objectives. Student meets chosen objectives.

2 Student generally/sometimes lists objectives for each week. Student generally/sometimes chooses realistic objectives. Student generally/sometimes meets chosen objectives.

3 Student seldom lists objectives for each week. Student seldom chooses realistic objectives. Student seldom meets chosen objectives.

Checklist of Skills and Abilities: Using an Atlas

Name:---------------------------------

Date:----------

Some learning objectives and instructional methods in social studies require assessment of both the product and the process. For example, when students are using an atlas, teachers can assess the product by checking a list of places the student has located. In order to assess the process involved in using the atlas, the teachers would observe the students while they are using the atlas and use a checklist like the one above. Teachers may also assess both the process and the product when students are working together on a project if, for example, working collaboratively has been identified as one of the objectives of the activity.

Demonstration of the skills listed on the checklist could count for a portion of the mark, if one were being assigned, for a project.

Checklist of Skills and Abilities: Access Information Using a Variety of Resources

Name:---------------------------------

Date:---------

The teacher may wish to construct a similar checklist to monitor use of different methods to organize and present information. Checklists could also be constructed that reflect skills the teacher has decided to record.

Not all categories would be assessed at one time.

Checklist of Attitudes and Actions: Classroom Rights and Responsibilities

Name:_______________	Dates:
Code: Not Yet Sometimes Often
Demonstrates interest and enthusiasm for classroom rights and responsibilities by discussing and determining them.
Follows classroom rules.
Accepts Responsibility.
Shows an appreciation of rights and rules by reminding others about them.
Is interested in protecting the rights of other students.
Is interested in protecting their own rights.
Offers constructive suggestions to other children and adults.

The above rating scale may be used to record observations of a child's attitudes and actions about classroom rights and responsibilities or may be adapted for other purposes.

The teacher needs to determine what criteria will be used to assess these. For example, "Accepts responsibility" could include the following:

• having a pencil and notebook,
• performing monitor duties when it is their turn,
• completing assigned homework,
• working quietly without disturbing others unnecessarily, and
• asking for help when it is needed.

Rating Scale for Self-Assessment of Attitude or Actions

Name:_____________________________

Date:____________

1. I like to share my ideas with other people.
2. I like to hear other people's ideas.
3. I like to learn about the customs and traditions of other families.
4. I like to share my school experiences with someone else in my family.

The above rating scale may be used to assess students' attitudes related to themselves and others. Add or substitute other statements. Students and teachers may work together to identify a set of statements. Students could then pick a few from this set they would like to use for their own self-assessment.

Rating scales of this type should be used several times during a reporting period or school year.