| Record Keeping | Evaluation of Production Work | Sample Standards for Determining Error-Free Copy | Collecting, Recording and Evaluating a Range of Assessment Techniques |
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, 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 Information Processing classroom have been included in the Templates for Assessment and Evaluation section of this guide. 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 teacher when considering how an evaluation program may be organized.
| Record Keeping | Evaluation of Production Work | Sample Standards for Determining Error-Free Copy | Collecting, Recording and Evaluating a Range of Assessment Techniques |
Production work may be considered the final product resulting from the activities conducted through the information processing cycle. In this curriculum, students will be expected to process information originating from a variety of sources to produce a variety of documents.
Production exercises should focus on the use of touch keyboarding skills and developing efficient planning, formatting, and editing skills. Therefore, teachers may collect information on keyboarding, content, attitude, and process from production activities. A checklist of guidelines may be used to assess production work samples. Anecdotal record formats can also be constructed to reflect comments concerning progress.
Student self- and peer-assessment of production work also provides invaluable assessment information that may be collected throughout the course.
Students should strive to achieve the goal of producing error-free (distributable) documents and production work on the first attempt. Teachers amd students, individually or together, may determine all or a selection of documents to be submitted for teacher assessment in the portfolio. Student and peer-assessment are important techniques for helping students develop the self-confidence and motivation to strive for maximum efficiency in document production. As well, these techniques keep students apprised of their current level of achievement. It is suggested that a maximum of two attempts be allowed for students to submit error-free documents.
Teachers may wish to use the Document Production Log (T-14) in the Templates for Assessment and Evaluation section of this guide to record and chart information on student progress in producing error-free documents. Over time, documenting whether a student generated error-free copy on the first try or whether a second try was required, provides the teacher and student with a profile of this achievement.
| Record Keeping | Evaluation of Production Work | Sample Standards for Determining Error-Free Copy | Collecting, Recording and Evaluating a Range of Assessment Techniques |
Standards for interpreting "error-free" or "distributable" copy vary among individuals and organizations. Teachers must communicate clearly to students the standards that would be acceptable to business or to the user. For purposes of evaluating the quality of distributable copy in this curriculum, it is suggested that teachers review the following guidelines and contact the business community to determine a standard for assessing error-free student classroom work.
A distributable, error-free document is one that the teacher would endorse and be comfortable distributing. Students should also be informed that some errors may be acceptable. Some suggested criteria for identifying error-free documents follows:
What constitutes "acceptable errors or changes" varies between organizations and individuals. Some generally accepted errors that could allow production work to be distributed are identified below.
| Record Keeping | Evaluation of Production Work | Sample Standards for Determining Error-Free Copy | Collecting, Recording and Evaluating a Range of Assessment Techniques |
Portfolios are valuable organizers of assessment information. Envelopes, files, binders, or folders serve to compile the information over a term for each student. Students may construct portfolios to keep their assessments made throughout the term. By keeping track of this material, students gain a definite sense of their own level of achievement.
Teachers may wish to complete an Assessment Log, like the one shown on the page T-9 to keep track of the assessment information collected in portfolios. Using the Assessment Log, a teacher is able to see at a glance the range of assessment information included in the portfolio for each student. Likewise, students may be given an Assessment Log to organize their assessment information.
When a teacher examines a student's portfolio in order to make a decision regarding student progress, the information it contains becomes documented evidence for the evaluation. Whether the teacher is reporting on the development of a business-like attitude or the efficient use of keyboarding skills required for document production, the checklists, anecdotal records, rating scales, quizzes, written assignments, and other materials demonstrate progress toward learning objectives.
At reporting or at the end of a module, the teacher evaluates the information collected. To each of the areas of Content, Process, Keyboarding Skills, and Attitude, the teacher assigns a percentage out of the predetermined total. Adding the percentages for each of the four areas provides the final mark.
At the same time, these portfolios should cause teachers to reflect on their instructional practice. Revisions may occur in a number of areas such as objectives, instructional strategies, timelines, assignments, instructional sequence, resource materials, or assessment and evaluation.