How students are acquiring the abilities and skills of Middle Level keyboarding is as important as actual student accomplishment in the determination of grades. Students should be prepared for their assessment and evaluation. Teachers should take time to explain the process clearly.
Students should be encouraged to be involved in their own assessment and evaluation. They may set standards of accomplishment and practise peer and self-assessment.
In Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991) assessment and evaluation are defined. Assessment is a preliminary phase. In this phase, various techniques are used to gather information about student progress. Evaluation is weighing assessment information against some standard (such as a curriculum learning objective) to make a judgment. This may then lead to other decisions and action by the teacher, student, or parent.
There are three main types of student evaluation: formative, summative, and diagnostic. Formative evaluation is an ongoing classroom process that keeps students and educators informed of students' progress. The main purpose of formative evaluation is to improve instruction. This type of evaluation helps teachers understand the degree to which students are learning the course material and the extent to which their knowledge, understandings, skills, and attitudes are developing. Students are provided direction for future learning and are encouraged to take responsibility for their own progress.
Summative evaluation occurs most often at the end of the unit of study. Its primary purpose is to determine what has been learned over a period of time, to summarize student progress, and to report on progress to students, parents, and educators.
Seldom are evaluations strictly formative or summative. However, it is important that teachers make clear to students the purpose of assessments and whether they will later be used summatively.
Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction. Its main purposes are to identify students who lack prerequisite knowledge, understanding, or skills, so that remedial help can be arranged; to identify gifted learners to ensure they are being sufficiently challenged; and to identify student interests. Teachers conduct all three types of evaluation during the course of the school year.
There is a range of assessment techniques teachers may use to collect student progress information. Evaluation of a student's achievements and efforts can be effectively demonstrated through a collection of assessment information addressing the components of the Middle Level keyboarding guidelines.
Following is a list of student assessment techniques, grouped according to methods of organization and methods of record keeping. Choices would depend on whether students are engaged in ongoing activities or writing quizzes and tests. These techniques, with their uses, hints for construction, and examples, are described in the Saskatchewan Education document Student Evaluation: A Teacher Handbook (1991).
Methods of Organization:
Methods of Data Recording:
Ongoing Student Activities
Quizzes and Tests
Students perform best when they are aware of how their performance will be assessed. It is recommended that students in Middle Level Keyboarding be assessed on keyboarding technique, the processes used, knowledge in producing accurate documents, and attitude toward work. Teachers should clearly outline their expectations of students and make students aware of the knowledge, skills, processes, and attitudes that will be assessed throughout the keyboarding course.
A variety of assessment techniques should be used to collect information for student evaluation. Teachers are reminded that some assessment techniques are better suited for providing certain kinds of information than others. The techniques used will depend upon the purpose of the assessment. For example, if a teacher wishes to assess the knowledge the students have gained, a quiz or test using objective test items would provide the necessary evidence of student learning. However, should the teacher wish to assess keyboarding skills, a performance test with specific criteria listed on a rating scale or checklist as a recording instrument may prove of more value. Should information on student attitude or work involvement be the purpose of the assessment, anecdotal records may be of best service to the teacher. To evaluate processes that students would use in performing tasks, a teacher may choose to observe students during performance assessments or presentations and record the information on checklists or rating scales listing specific areas to be assessed. Teachers do not necessarily need to assess all students each class. For example, a teacher may prepare anecdotal records for five students per class. A variety of assessment tools that may be adapted and used are in the Templates for Assessment and Evaluation section of this document.
The Importance of Good Keyboarding Technique
Proper technique forms the foundation for successful touch keyboarding and ultimately for the efficient use of the computer keyboard. The importance of demonstrating and continuously encouraging proper technique with the students cannot be over-stated. Technique should be observed and monitored whenever students are operating a computer keyboard, whether they are keying a document, composing, or practising keyboarding drills. It is extremely important to encourage and develop good keyboarding habits right from the start.
Developing and reinforcing good keyboarding habits continually throughout the keyboarding program is also essential. Whenever possible, daily practice and reinforcement of proper technique should take place. This process assists students to develop skills effectively. It is suggested that 10 minutes per day be devoted to developing keyboarding skills. A suggestion for organizing a keyboarding class is shown in Appendix B.
When students are introduced to touch keyboarding and learning the alphanumeric keyboard, students should be encouraged to focus on keeping eyes on copy and using the correct keystroking sequence. When learning touch keyboarding skills, teachers should clearly outline to students that errors will occur in learning any new skill. However, students should recognize and "feel" keystroking errors in the initial learning stages but should not be concerned with correcting any errors at this time. Keystroking errors diminish with confidence, concentration, and meaningful practice.
Error Correction
Once students have learned key location and have developed security in touch keyboarding the alphanumeric keyboard, they should progress to developing the skills of error recognition and error correction. The development of the skill of immediate error recognition and correction are important to the quality of the final product. As microcomputers allow for ease in immediate correcting of keyboarding errors, error correction during a session should be allowed. It is recommended that students make corrections during a session recognizing that this is the way they will use their keyboarding skills for personal or other endeavours.
Keyboarding Skill Development
As students are individuals possessing individual strengths and abilities, it is suggested that students be evaluated on their individual achievements in the skill of touch keyboarding. Anecdotal records, checklists, and rating scales are valuable data-collecting instruments to record student progress in the development and use of touch keyboarding skills.
During the initial learning phase on the alphanumeric keyboard, data should only be collected on student keyboarding technique. Therefore, it is suggested that formal assessment of keyboarding occur on a weekly basis while learning the alphanumeric keyboard. The Criteria for Rating Keyboarding Technique (page 21) and Student Self-Assessment Technique Rating Scale (page 25) are provided in the Templates for Assessment and Evaluation section of this guide, for the purposes of collecting this information.
Informal evaluation of touch keyboarding during each class provides important feedback on skill improvement. Students will be interested in tracking their personal progress.
Straight-Copy Timed Writings
Historically, straight-copy timed writings (timings) have been a major tool in determining the keyboarding progress of students. Because microcomputers allow for easy and immediate correction of errors during the input phase, and because this is the way students will apply their keyboarding skills, it is suggested that error correction during timed writings be allowed and encouraged. Since the skill of immediate error recognition and correction is important, students should make corrections during a timed writing session, not after the designated time period has elapsed.
Students may be given short timed-writing intervals to encourage the development of keyboarding skills. Two or more attempts at keying the same copy within a predetermined time interval may be given to students to assist in determining student progress in keyboarding. Teachers may wish to administer timed intervals beginning with 10 seconds and progressing to the maximum of three minutes.
To build keyboarding stroking rate, multiple attempts at the same copy should be given. The goal of extra attempts is to improve from previous efforts.
When recording timed-writing keyboarding rates of the three-minute timed interval, students may be given the opportunity to attempt the same copy twice. The greater of the rates from the two attempts would be recorded as the student's keyboarding rate achievement.
Calculating Keyboarding Rates
A keyboarding rate is determined by taking the total number of keyed words divided by the predetermined time interval (in minutes). A word in keyboarding is defined as any five keystrokes.
If an error is not corrected at the conclusion of the timed writing, one word per uncorrected error may be deducted from the student's keyboarding rate. It is recommended that the product of such a timed writing be designated as "correct words a minute," abbreviated CWAM.
words - number of errors = CWAM
time (minutes)
Teachers are reminded that students should be evaluated on their individual achievements in the skill of touch keyboarding. In order for touch keyboarding to be a useful skill, students should strive to exceed a rate of 25 CWAM. When touch keyboarding skills are used throughout the school year, they improve with practice. Information collected on keyboarding rates should be collected regularly and compared in order to determine improvements in keyboarding skill.
Timed-writing rates and other information may be recorded in a timed-writing log such as the one shown on page 28. This log can be used to chart a student's progress in keyboarding speed development and can be placed in a student's portfolio of work. Timed-writing information may be recorded by both the student and teacher.
The information collected in the timed-writing log, along with other information collected on student progress in keyboarding achievement, can be used in making an evaluation of keyboarding skill improvement.
Proofreading refers to the process of reading handwritten, keyed, or printed material and marking the errors to indicate the corrections that are required. Proofreading is a skill that requires knowledge and concentration along with patience and attention to detail. Like learning any new skill, proofreading improves with practice.
Errors in keying text can be found by the spell checker contained within most word processing software packages. Encourage students to use this feature. However, students must be made aware that the spell checker does not find all errors. Examples of errors that automated spell checkers do not find include errors in capitalization, spacing, and context.
When students identify errors on paper, the errors should be marked with special symbols called proofreaders' marks. These symbols highlight the error made and indicate the correction that is to be made. Students should be aware of the different types of errors that can be made and should use standard proofreaders' marks to indicate a correction. Appendix C contains a list of standard proofreaders' marks that may be used. Students should be encouraged to compare the accuracy of the information that was input to the original information source.
While preparing documents on a microcomputer or word processor, students should be encouraged to proofread their work both before and after it is output. Students may ask a peer to assist with the proofreading process. Using this strategy for proofreading, the work may be checked by the originator while a peer reads aloud from the original information source. Once the originator has corrected any identified errors, the peer may recheck the work for any further errors. A dictionary, thesaurus, and other relevant reference materials should be available for student use when proofreading copy.
As proofreading is a developmental skill, in the early learning stages, students may be allowed some proofreading errors and encouraged to strive to produce error-free work. With time and practice, students can be expected to produce accurate documents reflecting their skill achievement in accurate proofreading and information processing.
A checklist that students may use as a self-assessment tool for proofreading is included in the Tools for Assessment and Evaluation section of this document.
Although it is not essential, the teacher may wish to encourage students to participate in supplementary keyboarding practice. This would provide students, regardless of ability, the opportunity to enhance their current keyboarding rate and skills.
The supplementary keyboarding practice may consist of teacher or student-selected text to be keyed either during class time, if all assigned work is completed, or before and after class. This practice could be drill lines keyed at school or at home. Parent verification of practice completed at home may be requested. Records may be kept of student participation in supplementary practice because they are evidence of a positive attitude.
However teachers choose to monitor supplementary work, this skill practice will motivate students who wish to achieve a keystroking rate that meets business standards or extends personal goals. Then students are becoming proficient and efficient processors of information.
Production work may be considered the final product resulting from the keyboarding activities. At the Middle Level, production activities may consist of items such as letters, reports, newsletters, and brochures.
Students can be expected to process information originating from a variety of sources. At the initial stages of formatting production work, students should replicate copy that is keyed and arranged correctly. Students may then proceed
to formatting a document that is keyed but unarranged in form. At the end, students should be able to apply their skills to key and format a document that is handwritten or composed and unarranged.
As students complete production exercises, the use of good keyboarding skills should be continually demonstrated. As well, it is recommended that production activities focus on the development of efficient planning, formatting, and editing skills. It is important to encourage students to proceed at a comfortable pace, striving to complete all assigned activities in the given time.
Teachers may collect assessment information on touch keyboarding, knowledge of document formatting, attitude, and process skills 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 peer and self-assessment of production work also provides invaluable assessment information that may be collected throughout the course.
Students should strive to produce error-free (distributable) documents and production work on the first attempt. Teachers and students, individually or together, may determine some or all of the 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 (page 22) in the Templates for Assessment and Evaluation section of these guidelines 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.
Suggested Guidelines for Assessing Production Work
Sample Standards for Determining Error-Free Copy
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 and must be consistent in their application. For purposes of evaluating the quality of distributable copy, 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:
Keyboarding is a skill that improves with practice and use. Developing and using good keyboarding and proofreading skills are essential to success in efficiently producing readable documents. Students require encouragement to continue to strive to improve their keyboarding skills and their productivity levels. Therefore, it is recommended that teachers collect data on student attitude and effort in keyboarding.
Student attitude and effort may be assessed using a variety of assessment techniques. The Rating Scale for Assessing Attitude and Effort in Keyboarding in the Templates for Assessment and Evaluation section of this document is a sample of a tool that may be used to collect this information.
Teachers may wish to complete an assessment log to keep track of the assessment information collected in portfolios. Using an 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 efficient process skills 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, the teacher evaluates the information collected in the portfolio. At the same time, student 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.
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 keyboarding 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, Training and Employment 1993). These tips may assist any teacher when considering how an evaluation program may be organized.