2. Allow teachers to
measure how well students
have understood a topic.

3. CONCEPT TESTS/MAPS
 CONCEPT TEST. Conceptual multiple-
choice questions that are useful in large
classes.
 CONCEPT MAP. A diagramming
technique for assessing how well students
see the “big picture”.

4. KNOWLEDGE
SURVEY
Students answer whether
they could answer a survey
of course content questions.

5. ORAL PRESENTATIONS
 ORAL FLUENCY. An informal assessment
of reading to determine oral reading
errors or assessment miscues.
 ORAL READING. An oral & silent reading
assessment used for diagnosing student’s
assessment developmental literacy levels
through oral retelling & an individual
reading inventory.

6. ASSIGNMENTS
Refers to tasks assigned to
students by their teachers to
completed outside of class.

7. POSTER
PRESENTATIONS
A poster session/poster
presentation is the presentation of
research information by an
individual or representatives of
research teams at a congress or
conference with an academic or
professional focus. The work is
usually peer reviewed.

8. PEER REVIEW/FOCUSED
GROUP
Having students assess
themselves & each other.

9. PORTFOLIOS
A collection of evidence to
demonstrate mastery of a
given set of concepts.

10. OBSERVATIONS
An informal assessment technique of
watching students to identify strengths &
weaknesses, patterns of behavior &
cognitive strategies. Observations help
determine which student’s need
additional support & how to adjust
instruction to encourage more & better
learning.

11. Rubrics
A set of evaluation criteria
based on learning goals &
student performance.

12. PERFORMANCE BASED-TASKS
 Maybe administered as either
dependent/independent activities. A s
dependent activities/performance tasks
are accompanied by selected response &
or constructed response items that set the
stage & provide context for the creation of
a resulting product or performance.

13. LABORATORY METHOD
Educating students in a
laboratory performing a
hands-on-experiments.

14. 8 STEP PROCESS SCHOOLS CAN
USE TO ASSESS STUDENT
LEARNING:
1. DECIDE what skill cluster to assess &
select a broad assessment that captures
more than one attribute of the domain.
2. CONSTRUCT or use existing scoring
guides or rubrics for the task.

15. 3. SHARE the task & scoring criteria with
staff.
4. ADMISTER the task to students in a
similar time frame.
5. SPEND TIME discussing the scoring
criteria and agreeing on anchor paper.

16. 6. RATE the student’s paper. It is often useful
to have the papers noted by a teacher who is
not the student’s own instructor for the
subject.
7. COMPARE ratings, discuss & formulate
implications for instructional delivery.
8. DATA can be reported in terms of the
percentage of students meeting the criteria at
the various points.

17. there’s no one “true
way” to measure
or assess different
abilities or
learning outcomes.

18. GOD blessed us!!!