Created by Fay Swan

Assessment Key stage 1 and 2

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Assessment Strategies
Graphic Organizers Webbing and Mapping KWL Chart Venn Diagram

Performances and Exhibits Student Interview Listening Demonstration Oral Reading Sample Retelling Discussion Writing Sample Presentations

Reporting: Report Cards, Grades,

Self- and PeerEvaluations Reflection Items Questions for Reflections Observation Checklist for Peer- and SelfEvaluations Experimental Design Feedback

Familiar Assessment Tasks Quiz Tests Student-Led Conferences Familiar Assessment Tools: Fill in the Blank Matching Example True/False Short Response

Complex Tasks over Time Projects Portfolios

Observation

Journal Journal Writing Learning Logs Writing Conversations Response/Reflection Logs

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Curriculum Document

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Created by Fay Swan

Assessment Key stage 1 and 2

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PERFORMANCE Tasks AND EXHIBITIONS The student product is published or presented to a real audience, ranging from one person in the classroom to a large public audience. STUDENT INTERVIEW(conference ) A student interview allows the student to demonstrate his/her understanding of interview techniques. These techniques include background research, generating questions beforehand, conducting the interview, and VENN DIAGRAM This type of graphic organizer is an excellent tool for showing similarities and differences between characters, settings, plots, points of view, writing styles, or any other elements of literature, nonfiction, speeches, debate, etc. They might be assessed by peers applying class made samples of excellent, acceptable, or unfinished diagrams.

reflection..
LISTENING Depending on what the teacher is assessing, the student will be asked to listen to a group fish-bowl discussion, a guest speaker, a student speaker, a radio/television/taped program, or directions. The quality of listening can be determined by a listening checklist, DEMONSTRATION

ORAL READING SAMPLE

Students perform or "publish" a product or process in front Depending on what the teacher is assessing, the teacher or of a specific audience. student will select a piece of readingfiction or nonfiction, short Eg: Choose a favorite poem youve written and read it aloud to the class. or long, easy or difficult. The students could be assessed by You will be assessed by an oral interpretation scoring guide. miscue analysis or a running record.
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Created by Fay Swan

Assessment Key stage 1 and 2

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RETELLING
Retelling provides information about a students comprehension following his or her reading of text. It enables the evaluator to determine how the student constructs his or her own meanings from the text without direct questioning from the evaluator. Retelling is analyzed for the following information: What the student thinks is important to remember or retell If the students retelling fits the purposes set for reading If the structure and sequence of the students retelling matches that of the text
Directions: Select text for reading. (This can be done by evaluator or student. Before reading, tell the student that he or she will be retelling the selection after reading. Have student read the text (silently unless a miscue analysis is being done). fter student has read the text, ask him or her to put it aside and retell everything he or she can remember. Consider tape recording the telling. Take notes as needed as student retells. When student finishes retelling, ask if there is anything else he or she would like to add. If desired, follow the retelling with guided questioning to elicit more information. Analyze retelling using retelling guide or other tool

DISCUSSION Discussions involve dialogue between two or more people whereby various aspects of a subject are considered. An example of using discussion as a form of response to literature is Literature Circles. Literature Circles offer students opportunities to discuss what they have read with others.
Directions: Obtain multiple copies of several pieces of literature which will promote meaningful discussion. Introduce pieces to students and let them decide what they will read. Form Literature Circles of four to five students around a common piece. Have students read their pieces and meet to discuss them in their circles, either periodically as they are reading or after they have read entire selection. Various strategies can be used to stimulate discussion such as sharing favorite parts read or raising questions about parts students didnt understand Ask members of a Literature Circle to present the piece in some form to the rest of the class at the conclusion of their discussion (which could last an average of from two to five days). Consider asking members to keep a Literature Circle Response Log.

WRITING SAMPLE

A writing sample is a written product which can be in draft or finished form, generated by a teacher or student prompt. It can range in length from a one-sentence response to a multiparagraph essay to a formal research paper. It can be fiction or non-fiction, poetry or prose.
Directions: You discover a shoebox hidden be- hind a brick in an old house your family just moved into. Write a story about what you found in the box

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Assessment Key stage 1 and 2

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JOURNALS Journals along with letters and diaries, are oral or written records of a students inner dialogue. The basic tool is a regular chronicle of the opinions and events which allows the writer to reflect on a variety of experiences, including reading, viewing, and their own lives. Journals and logs are not intended to be a critical analysis or research report, but a chance to bring to the surface thoughts, impressions, or feelings that might otherwise not emerge. Since they allow the student to process experience in very personal and intimate ways, journals and logs require sensitive teachers, a safe environment, and careful structuring to make sure that they are a legitimate and integral part of the learning process.

GRAPHIC ORGANIZERS Graphic organizers are visuals or maps that represent students ability to show the relationship of ideas or information from his/her original thoughts or from some source, such as a book, lecture, discussion, or video. Graphic organizers can be used to classify, compare, and sequence ideas or events, providing a concrete, visual, organized display. The graphic organizer selected depends on the type and organization of information found. Teachers and students can use graphic organizers to activate prior knowledge, organize thought or observations, present information and explain concepts, and assess student learning.

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JOURNAL WRITING Daily or weekly journal writing increases the fluency of writing. Journals help students become more comfortable because they write without the consequence of correction. Since fluency is a goal of journal writing, it is suggested that journals not be graded but recognized in some other way for individual effort. Journal writing may include a topic that the teacher selects or that the student picks. It can take the form of a diary entry, autobiographical sketch, learning aid, or idea collection. It may be written or taped. It might be necessary for teachers and students to devise a method for dealing with occasional private entries.,

WEBBING AND MAPPING These terms apply to a similar form of organizing information. They are often used as forms of pre-writing activities, enabling students to brainstorm and organize their thoughts prior to writing the first draft of a piece. They are also used to assist students organizing the elements of a piece of literature. Assessment tools that might be used with maps and webs: checklist

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LEARNING LOG The purpose of a learning log is for students to rehearse their understanding of material and to clarify their knowledge in preparation for further study. Below is an example of a learning log suitable for a wide variety of grades and settings. Writing Conversations Name Date(s) Which part do I feel good about? Title of Piece What is a struggle or frustration? What have I learned?

What will I do next?

KWL CHARTS KWL Charts are graphic organizers useful for determining students prior knowledge or experience; identifying what they want to know about a new concept, story, or information to be shared; and then determining what was learned after the lesson has been presented. They might be assessed by self using a class made checklist.

KNOW
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WANT
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LEARNED
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