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Appendix C

Sample Evaluation Forms



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A Checklist to Assess Knowledge, Skills, Attitudes and Values Related to An Issue

Student Name: _______________________________     Date: ________________

Topic/Issue: ________________________________________________________

Check (_) applicable criteria.

_____

Student
(a) read the material
(b) watched the video
of the background information on the issue.

_____    Student was active in discussion of the issue.

_____    Student contributed an answer when asked a question concerning the issue.

_____    Student followed classroom procedures for discussion.

_____    Student cited information to support position on the issue.

_____    Student expressed ideas, comments, agreement, or disagreement with the responses of               other students.

_____    Student defended position on the issue regardless of how much others disagreed.

_____    Student accepted criticism of the position taken on the issue.

_____    Student showed thoughtful development of position.









Source: Choices you make (1991), Employment and Immigration Canada, Regina, SK. Reprinted with permission.

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Self-Assessment Rating Scale

Rating Scale:

 1 ............... 2 ............... 3 ............... 4 ............... 5
(poor) (excellent)

PARTICIPATION:

I listened to others share their ideas
I contributed my ideas
I helped others in my group understand		 _____
_____
_____

UNDERSTANDING:

I learned a lot about  ____________________
I can write or talk about  ____________________ 		_____
_____

SKILLS/ABILITIES:

I followed directions
I improved in  ____________________ (skill) 		_____
_____

PRODUCT:

I did my best
I did a good job
My project is interesting/creative
I plan to learn more about  ____________________ 		_____
_____
_____
_____









Source: Choices you make (1991), Employment and Immigration Canada, Regina, SK. Reprinted with permission.

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Project Evaluation

Name:   ____________________________________________________________________

Project Description:   __________________________________________________________


Rating Scale:

 5 ............... 4 ............... 3 ............... 2 ............... 1
(always) (never)

PROCESS:

Worked collaboratively with others
Worked efficiently
Managed time well
Carried out group responsibilities
Found/used resource materials effectively
Asked for help when needed
Completed project on time
 _____
_____
_____
_____
_____
_____
_____

PRODUCT:

Clear, complete and well-organized
Demonstrates creativity and initiative
Interesting/attractive/well-presented
Informative
 _____
_____
_____
_____

Student's grade assessment
Student's comments:

 _____

Teacher's grade assessment
Teacher's comments:

 _____










Source: Choices you make (1991), Employment and Immigration Canada, Regina, SK. Reprinted with permission.

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Self-Assessment Checklist/Rating Scale

Name: ________________________________________

Date: _____________________

I contributed my ideas

ALWAYS ............... SOMETIMES ............... NEVER

I asked others for their ideas and information

ALWAYS ............... SOMETIMES ............... NEVER

I asked for help when I needed it

ALWAYS ............... SOMETIMES ............... NEVER

I helped the other members of my group/class learn

ALWAYS ............... SOMETIMES ............... NEVER

I included everyone in our work

ALWAYS ............... SOMETIMES ............... NEVER

I helped others keep on task

ALWAYS ............... SOMETIMES ............... NEVER












Source: Choices you make (1991), Employment and Immigration Canada, Regina, SK. Reprinted with permission.

For printing and copying this template Requires Acrobat Reader (click on the table title)
Group Assessment

How well did we work together?
1 ......................................................................................10
Poorly Extremely Well

Give reason(s) for the above rating.

  _________________________________________________________________________

  _________________________________________________________________________

  _________________________________________________________________________

  _________________________________________________________________________

  _________________________________________________________________________

  _________________________________________________________________________

  _________________________________________________________________________

What could our group do differently the next time we work together?














Source: Choices you make (1991), Employment and Immigration Canada, Regina, SK. Reprinted with permission.

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My Group Skills/Performance

Please circle the number that best represents your skills/performance in group activities.

Rating Scale
4 = All the time
3 = Most of the time		 2 = Some of the time
1 = Hardly ever

  1. I have made it a point to listen as much as I talk.

  2. I look others in the eye when speaking to them.

  3. I do not interrupt when others are speaking.

  4. I encourage others to participate in the discussion.

  5. I do my share when working on a group activity.

  6. I use "I messages" instead of "you messages", especially when expressing my feelings.

  7. I tell the group when something is bothering me.

  8. I respect others' feelings even when I disagree with them.

  9. I try not to be aggressive to get my way.

  10. I praise others when appropriate.

  11. I share my ideas and feelings.

  12. I cooperate more than compete with others.
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Complete the following unfinished sentences.

a) My two greatest strengths from the above list are:

1)

2)

b) The two skills I have to work on from the above list are:

1)

2)





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Rating Scale for Cooperative Group Learning

Student Name:     ____________________________________________________________

Date or Time Period of Assessment:     ____________________________________________

never

seldomoftenalways
  1. The student works with a wide range of peers, not just with close friends.

  2. The student willingly shares materials and ideas with others.

  3. In group work the student shows respect for others by listening and considering other points of view.

  4. The student follows group work rules as established for the activity.

  5. The student fulfils his/her work responsibilities in the group.

  6. The student exhibits appropriate work behaviours during time set aside for group work.

  7. The student participates in discussions during the time set aside for group work.

  8. The student contributes ideas to the group efforts during the discussions in the time set aside for group work.
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This instrument may be adapted for use as a checklist.





Source: Student Evaluation: A Teacher Handbook (1991), Saskatchewan Education, Training and Employment.


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Cooperative Group Skills Checklist

Scale

1 = hardly ever
2 = some of the time
3 = most of the time
4 = all of the time

Date: __________________________________________

Names

Encourages
Others

Listens
Attentively

Summarizes for
Understanding

Comments
















































































































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Student Self-Assessment for Preparing and Conducting an Interview

Student Name:     _____________________________________________________________

Client Name:    _______________________________________________________________

Date:    _____________________________________________________________________

Did you prepare a list of
questions in advance?

Yes

No

Date of
Completion

Reminders

Were your questions approved by you teacher?





Did you make the necessary revisions to your questions?





Did you phone the client ahead of time?





Did you describe the purpose of the interview to the client?





Did you explain to your client how/when the information isto be used?





Did you set your appointment?





Did you review proper interview techniques?





Did you prepare a summation?





Did you prepare a written report?





Did you prepare an oral presentation?





Did you prepare a display?












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A Framework for Marking a Project/Role Play/Written Assignment

A. Organizational Features

Yes

No

Comments

1.  Student understood the objectives of the assignment.




2.  Student understood the specific terms/requirements of the      assignment.




3.  Student understood the timeline and due date for the      assignment.




4.  Student understood the method/procedure/criteria by      which the assignment would be marked.




5.  Student had an opportunity to discuss the assignment topic      and have input into the assignment direction.




6.  The student's project or written assignment matched the      objectives as stated in #1 above.




7.  Consultation has occurred with the student throughout the      stages of development of the assignment.






B.Student Learning

Yes

No

Comments

1.  Student formulated his/her own questions and found      answers to them.




2.  Student showed evidence of individual initiative.




3.  Student exchanged ideas with other students in developing      the assignments.




4.  Student brought in references to learning prior to this      experience or from other areas that relate to this      experience.




5.  Student worked in a methodical manner to produce the      assignment.




6.  Evidence exists in the assignment of the following:

  • planning
  • organization
  • interpretation
  • inference
  • analysis
  • application
  • prediction
  • evaluation



7.  Technical aspects of the assignment reflect accuracy and      suitability of the following:

  • sentence structure
  • vocabulary
  • grammar and punctuation
  • spelling
  • handwriting/keyboarding
  • information included in assignment




Adaptation may have to be made depending on the intent of the assignment.
Adapted from Student Evaluation: A Teachers Handbook (1991), Saskatchewan Education, Training and Employment.


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Report Assessment

Student:    ___________________________________________________________________

Type of Report:    _____________________________________________________________

Title:     _____________________________________________________________________

Date of Assessment:     _________________________________________________________


Yes

No

Comments

1.  Completeness (Content)

  • Did the student answer all
    questions as they appeared in the
    assignment?
  • Did the student include an
    introduction and a conclusion?
  • Did the student include a title
    page or cover sheet?



2.  Writing Style (Technical Skills)

  • Did the student use:
    • correct grammar?
    • correct punctuation?
    • correct capitalization?



3.  Format (Technical Skills)

  • Did the student format the report correctly?
  • Did the student include:
    • appropriate top and bottom margins?
    • multiple page headings?
    • internal spacing?



4.  Proofreading (Technical Skills)

  • Is the report free of:
    • spelling errors?
    • typographical errors?



5.  Extra Work (Attitude)

  • Did the student give an
    extraordinary amount of detail in
    the answers?
  • Did the student ask and answer
    additional questions?
  • Did the student add pictures to
    the report?
  • Did the student include graphics?





Rating Scale for the Assessment of Assigned Questions


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Assessing Group Presentations

Group Members:    ____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Date of Assessment:     _________________________________________________________

Title of Presentation:     _________________________________________________________
PoorlyThoroughly
  • The group members were prepared and organized

  • Each member was knowledgeable about his/her particular section

  • The group members worked together as a cohesive group

  • The group facilitated active participation from the remainder of the class

  • Each group member demonstrated patience and helpfulness with each other

  • The group used a variety of techniques to present the topic/information/concept
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Positive components of the presentation:














Suggestions for Improvement (i.e., content, style):















Adapted from Accounting 16, 26, 36 curriculum (1992), Saskatchewan Education, Training and Employment.


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Assessing Application (Process) Skills

Student Name:   ___________________________________________________________

Date:                  __________________

Course:              ___________________________________________________________

Term:                 __________________

Topic:                ___________________________________________________________

Application (Process) Skill

Evident

Comments

Yes

No

Student is able to define the task:

  • orally can describe what is expected
  • is able to detail what is to be done in written
    form



Student is able to formulate a plan:

  • orally can detail the steps involved in
    completing the task
  • in written form is able to give an outline of
    the steps to be accomplished



Student is able to gather information, ideas,
concepts, or experiences to be used to complete
the task.




Student is able to organize the information,
ideas, concepts, or experiences in some logical
manner and is able to explain the reasoning for
the broad organization.




Student is able to analyze information, ideas,
concepts, or experiences in relation to the task
assigned:

  • describes/defines the primary components
  • describes relationships
  • describes the more specific structure or
    organization
  • describes how specific components relate to
    an overall whole
  • is able to group specific data under each
    component, relationship, or structural
    element






Assessing Application (Process) Skills (cont'd)

Student Name:   ___________________________________________________________

Date:                 __________________

Application (Process) Skill

Evident

Comments

Yes

No

Student is able to enlarge the collected
information, ideas, concepts, or experiences in scope and meaning:

  • selects or states a theory, rule, or principle to explain what has been studied
  • is able to identify possible outcomes or consequences emerging from the study
  • is able to relate the current understandings to further situations



Student is able to construct a whole from
various parts:

  • is able to select and describe an appropriate method of presentation for the material
  • is able to plan an effective presentation



Student is able to suggest how the new form of information could be used:

  • is able to identify trends and new developments
  • is able to identify possible outcomes or consequences of the current understanding
  • is able to predict the probability with which these outcomes or consequences are likely to occur



Student is able to make a judgment as to the worth of the information:

  • is able to apply standards or criteria
  • is able to apply standards consistently
  • is able to support a judgment by providing evidence or reasons



Student has made revisions to the work product:

  • is able to describe the changes made and the reasons for them
  • is able to demonstrate the actual completion of revisions






From Accounting 16, 26, 36 curriculum (1992), Saskatchewan Education, Training and Employment.

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Feedback to Student Volunteer

Where you have made observations, provide feedback to the student volunteer on the following items. Use the rating scale below.

Rating Scale

 4 = Always
3 = Usually
2 = Seldom
1 = Never

1

2

3

4

Comments

1. Arrived on time on agreed dates.






2. Was prepared and informed.






3. Appropriately dressed.






4. Spoke distinctly and audibly.






5. Was respectful and tactful with others.






6. Followed directions.






7. Was a willing and energetic volunteer.






8. Cheerful.






9. Provided support to staff and peer partner.


















Name of Student:     ___________________________________________________________

Name of staff advisor:    ________________________________________________________

Organization, agency:     ________________________________________________________

Date:    __________________

Signatures:     ________________________________________________________________

(student)
                     ________________________________________________________________
(advisor)

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