| Topics-Tools |
Exhibits |
Projects |
Interviews |
| What They Are & Why They Are Used |
culminating events of projects; a product; formal demonstration of
learning; provide for application of learning |
formal assignments putting responsibility on student for learning and
demonstrating mastery of knowledge & skills |
direct personal communication for the purpose of sharing and giving
feedback, getting information, developing commitment, etc. |
| Where Used |
in building responsibility and autonomy, for application |
in building responsibility and autonomy, for application |
To discover the persona of the person being interviewed |
| Strengths |
build independence and initiative; provide for creativity; allow full use
of all talents and compensation for weaknesses |
involve student in planning, organizing, and executing plans of action;
learning skills 'on the job" |
provides information no other forms may provide; allows for development of
topics on the spot; lets both sides have relevant input |
| Limitations |
time taken for completing, exhibiting, evaluating |
time taken; focus may seem too narrow for the time utilized |
time taken in one-on-one situation; need to keep focused |
| Precautions |
careful structuring; models to set expectations; major emphasis on
learning rather than on evaluation; teach prerequisite skills; spell out criteria; written
instruction sheet |
careful structuring & monitoring; model to shape expectations;
sufficient time; not accepting inferior performance; adhere to a timeline; spell
out
criteria; written instruction sheet |
careful planning to get the information you need; focused key questions;
personalization; recording and use of information gained; information oriented;
opportunity for individual input |
| Topics/Tools |
Conferences |
Attitude Scales |
Checklists |
| What they are & why they are used |
direct personal communication for the purpose of sharing and giving
feedback, developing commitment, etc. |
self-reports of values; beliefs govern action so it is important to be
aware of attitudes or values; questions with scales or open responses to reveal
values/degree |
Alternative response stems for determining whether the
characteristic or trait is present or absence |
| Where they are used |
to discuss a work, solve a problem, exchange views, gain
perspectives |
to make values transparent & to make changes to
accommodate that person's values |
psychomotor performance and growth in personal/social areas;
for product or process; sequence of events |
| Strengths |
a direct sharing; provide a different viewpoint; gain
additional information; allow for on-the-spot change, redirection |
let us know what other person prefers, likes, values, so
that we may react accordingly re accommodating or probing |
useful for handling observations in terms of psychomotor and
personal/social growth re process or product or sequence of events in
terms of present or absent behaviors |
| Limitations |
time taken in one-on-one or small group; need for an agenda
& focus |
subjective and imprecise; indirect measures |
No estimate of degree of presence - only presence or absence
of trait. Not useful in summarizing general impressions. |
| Precautions |
ensure there is a need; develop a clear focus re work &
means of approach; ensure enough time for exploration; quit when finished;
keep it as objective as possible; keep it improvement- oriented |
watch faking, self- defection, semantics, criterion
inadequacy, invasion of privacy, word items to ensure a clear response,;
provide an appropriate scale; check to see if responses match your
observations of the individual; triangulate with other data |
Perform a task analysis to determine the components of the
behavior.
Clearly specific behaviors or traits to be observed, including expected
errors, in roughly the order they will likely occur.
Keep separate checklists for each individual observed.
For comparison, transfer information to a master list.
Reduce invalid judgments by giving clear instructions and training the
observers. |
| |
Frames/Graphic Organizers |
Probes |
Written Comments |
| Identity |
Graphic representations intended to guide the process of
thought - supporting, organizing, and catalyzing the process |
Questions asked by the instructor to elicit written
assessment information for specific content or lifelong standards |
Written instructor responses to students' work in terms of
strengths and ideas for improvement |
| Description |
May be verbal, imagistic, or kinesthetic representations,
used as tactics for handling thinking tasks; give focus & direction
without controlling the answer. |
Are written journal comments which instructor responds to by
written comments or conferences; provide feedback to instructor re success
or state of individual learning |
Focused, descriptive, useful comments highlighting successes
& areas for improvement; often employ examples |
| Strengths |
We determine the content; frame, the process; Give process
without controlling the answer; Increase our intelligent behavior. |
Provide valuable, timely feedback; Allow for on-the-spot
adjustments; Thoughtful consideration of performance |
Provide personal, specific, manageable, valuable feedback
that one can use to improve performance |
| Limitations |
Case specific; Many are needed; We may not recognize their
applicability |
Takes considerable time for writing and conferencing on
written responses |
Takes considerable time to execute; Student doesn't always
act on it |
| |
Rating Scales |
Anecdotal Records |
Performance Assessment |
| Identity |
Instruments having indicators with a 3-5 point scale to
report on quality, frequency, or level of standing |
Spontaneous &/or scheduled observations & recordings
of usual or unusual performance |
Assess ability to translate knowledge and understanding into
action: planning, constructing, and delivering an original or rehearsed
response |
| Description |
used for evaluating important outcomes in the affective and
psychomotor domains; used for process and product; and attribute rating;
finer discrimination than checklists |
Dated, identified, personal recordings of performance. Over
time, useful for seeing patterns & growth; Keep observations &
interpretations separate; Record only the facts: what was said, done. |
Written prompt or natural event framing the kind of
performance required;
Check attributes present; rate proficiency demonstrated; or describe
performance via an anecdote. |
| Strengths |
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