Chapter 1 Taking Stock

Using the Techniques To Their Best Advantage:
Worksheet 'D'

This section will help you decide whether you are currently using your student assessment techniques to best advantage. For each of the techniques that you have checked on Worksheet 'B', consider the reason you are using the technique (Worksheet 'C'). Complete Worksheet 'D' to determine if your use of the technique is of maximum benefit from a student evaluation standpoint. Concentrate on the first of your instructional and assessment groupings. The criteria to consider are explained below.

Systematic

Is your use of the technique systematic? For example, if you administer a test at the end of every unit, and, on that basis, you feel that you are able to make an evaluative judgment on the progress of your students, this is systematic assessment. In contrast, if you started student portfolios at the beginning of the year but haven't collected any pieces of work for two months, it would be difficult to claim that you have used this technique systematically.

For each of the techniques identified on Worksheet 'B', indicate with a check mark in the 'Systematic' column of Worksheet 'D' those techniques that you feel you use systematically.
Make a note of techniques that you feel you do not use systematically.

Recorded

For each of the techniques you identified on Worksheet 'B', consider if you record the results in some permanent fashion, such as in your daybook. You may find that currently you only record the outcomes of a few assessment techniques written tests, for example.

For each of the assessment techniques selected in Worksheet ‘B’, indicate with a check mark in the ‘Recorded’ column those that you record in some permanent fashion.

Make a note of those techniques that you do not record.

Lowest Possible Inference

Inference refers to the extent to which the teacher is the instrument used to evaluate how well the student attains a desired objective. So, a low inference situation would exist if a teacher administered a valid and reliable commercial test to evaluate a student's progress. Where a teacher followed the test interpretation booklet, there would be relatively little inference. A high inference situation would exist if the teacher were the only available means of evaluating the student's progress. An example of this is a teacher who ~ evaluates a student working cooperatively in a group situation. A useful way to think about the level of inference of an assessment technique is to ask yourself: "Could someone who is not a professional teacher use this technique to assess the students?" If the answer is yes, then the technique is probably a low inference one. If the answer is no, then it is probably a high inference one.

If you were to infer that Darcy can compute well because she spends her free time playing with a calculator, you are making an evaluation with a high level of inference. In this instance, it is easy to see that a computation test would lower the level of subjectivity and would provide a better indicator of Darcy's ability to compute. But if you wanted to evaluate Darcy's love of mathematics, probably your subjective observations on her individual initiative, desire to get involved in mathematical applications, and eagerness to share an interest in mathematics would be most appropriate.

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Using the techniques To Their Best Advantage:
Worksheet 'D'

The key point is that there is nothing wrong with high inference evaluative judgments (remember the case of the film critic) when that is the most appropriate and professionally responsible way to evaluate student growth. However, all other things being equal, where lower inference techniques are possible, they should be used. They tend to be less vulnerable to human traits such as bias and the halo effect . (Refer to the Glossary for clarification of terms.)

For each of the techniques that you use, consider whether it has the lowest possible inference for the use to which you are putting it. Remember your assessment techniques do not need to have a low level of inference, but they should aim for the low est possible inference under the circumstances.

If you decide that your technique is one with the lowest possible inference, put a check mark in the column on worksheet ‘D’. If not, estimate its level of inference.

Appropriately Frequent

Student assessment and evaluation should occur with sufficient frequency to encourage your students in their studies and to provide you with enough information on which to base your judgments of progress. Student assessment and evaluation activities that occur too frequently can cut into instruction time and lead to counterproductive stress for yourself and your students. There are no hard-and-fast rules to guide you in establishing appropriate levels of frequency. It is a matter of your professional judgment.

For each of the techniques you use, review the frequency with which you use it. If you feel that the frequency with which you use it.

If you feel that the frequency is appropriate, put a check mark in the column beside the technique on Worksheet ‘D’. If you feel you want to make adjustments, B>make note of what you think is necessary.

Transfer your ratings on systematic, recorded, lowest possible inference, and appropriately frequent to the four columns on the Student Evaluation Summary Inventory Sheet.

Review the entries you have made on worksheet ‘D’ and note any additional actions you might take to enhance the use of the technique. These will be helpful later.

Often the act of considering what you currently do will suggest improvements that you could make in your student evaluation program.

Using the Techniques To Their Best Advantage: Worksheet 'D'

Systematic

Recorded

Lowest Possible Inference

Appropriately Frequent

Using the Techniques To Their Best Advantage:
Worksheet 'D'