Sample Assessment Tools, English/LangArts Tools 1 of 3

Alaska Department of Education & Early Development

Sample Assessment Tools

Samples of assessment tools used in classrooms follow. They are examples only and are not intended to be exhaustive.

Analytic Rubrics/Scales

Six-Trait Analytic Writing Rubric
Speech Rubric
Peer Evaluation Rubric for Oral Presentation
Group Performance Rating Scale
Likert Scale
Group Project Likert Scale
Dramatic Reader Score Sheet
Presentation and Defense (PAD) Rubrics
Panelist's Rubric for Oral PAD
Total Score Sheet for Oral PAD
Teacher's Rubric for Written PAD

Holistic Rubrics/Scales

Holistic Writing Assessment
Holistic Guide for Reading Log
Reading Contract

Checklists

Writing Conference Checklist
Reading Conference Checklist
Checklist for Fishbowl Discussion
Self-Evaluation Checklist
Listening Checklist
Graphic Organizer Checklist: Webbing
Whole Language Observation Checklist with Anecdotal Notes, Early to Beginning Stages
Whole Language Observation Checklist with Anecdotal Notes, Developing to Independent Stages

Anecdotal Notes

Summary of Individual Retelling
Running Record
Anecdotal Map for Fishbowl Discussion

Miscue Analysis

Directions for Informal Miscue Analysis

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ANALYTIC RUBRICS/SCALES

SIX-TRAIT ANALYTIC WRITING RUBRIC

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Teachers in Alaska say they value these traits in writing: ideas and content, organization, word choice, voice, sentence fluency, and conventions. The Alaska analytic rubric allows the evaluator to compare the writer's achievement of each trait against a standard. A piece that shows strong control of a trait would receive a score of 5 for that trait. Less skillful use of the trait might earn a 3. A paper showing very little ability to use the trait would receive a 1. It is common for a piece of writing to exhibit a range of scores in different traits. For example, an essay might have a strong voice, but little mastery of writing conventions. In fact, one paper from the Alaska Statewide Direct Writing Assessment received these scores:

Ideas
and Content

Organization

Word
Choice

Voice

Sentence
Fluency
4

Conventions

The chart below describes strong abilities in each trait. For complete charts of standards for achievement levels 1 through 5 for each trait, see the Reference Kit.

Ideas and Content	Organization	Word Choice
Interesting	Good intro	Precise language
Well focused	Good placement of details	Strong verbs
Clear	Strong transitions	Specific, concrete nouns
Detailed, complete, rich	Smooth, easy pace	Natural
Written from experience	Reader doesn't have to think about organization	Words used in new ways
Precise information	Strong conclusion	Strong imagery
	Starts somewhere, goes somewhere
	Builds in tension, creates interest
Voice	Sentence Fluency	Conventions
Individual	Fluid	Correct or phonetic spelling
Honest	Musical, poetic in sound	Punctuation works with sentence structure
Natural	Easy to read aloud	Some sophisticated punctuation attempted
Expressive	Interesting word patterns	Correct grammar
Unusual, unexpected	Good phrasing	Sound usage
Appealing	Varied sentence structure	Paragraphing enhances organization
Written to be read and enjoyed	Varied sentence beginnings	Informalities in punctuation or usage handled well
	Fragments used well	Attention to details (i.e., dotted i's, crossed t's)
		Effective title
		Good margins
		Easy to read

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Comments Total=_____________of 50 (60)
SPEECH RUBRIC
	Exc. 5	Good 4	Sat. 3	Fair 2	Poor 1
1. MATERIAL: a) Organization introduction, development, conclusion clear, concise, logical order effective, interesting opening						x2
b) Content topic clearly defined and explained information related to topic enough information facts and examples (correct, appropriate) identifies/supports main ideas opinions supported						x4
2. DELIVERY a)Language appropriate vocabulary grammar and usage clarity						x2
b) Voice audibility, volume, pitch enunciation pronunciation variety/speed enthusiasm, confidence
c) Physical eye contact posture appearance gestures
3.SUPPORT (optional) visual/audio aid usage question and answer section (answer brief, accurate)						(x2)

Teacher Resources Manual, Senior High School Social Studies 10/20/30, Alberta, 1990
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PEER EVALUATION RUBRIC FOR ORAL PRESENTATION
	Very Good 3	Satisfactory 2	Poor 1
Gave an interesting introduction
Presented clear explanation of topic
Presented information in acceptable order
Used complete sentences
Offered a concluding summary
Spoke clearly, correctly, distinctly, and confidently
Maintained eye contact
Maintained acceptable posture
Presentation was interesting
Used visual/audio aids well
Handled questions and comments from the class very well
Total of 33 ___________

Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta , 1990
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GROUP PERFORMANCE RATING SCALE Directions: Use this form to give feedback about the performance in your group. Circle the appropriate number after each statement. 0 = Major Difficulty 1 = Needs Improvement 2 = Okay 3 = Very Good 4 = Excellent
1. All members participated in the group activities.	0	1	2	3	4
2. Members listened to others in the group.	0	1	2	3	4
3. Members helped and encouraged others in the group.	0	1	2	3	4
4. Group members stayed on the task assigned.	0	1	2	3	4
5. Group members worked well together.	0	1	2	3	4
6. No one dominated the group discussions.	0	1	2	3	4
7. Group members practiced the cooperative skills.	0	1	2	3	4
8. Group members did not use put-downs.	0	1	2	3	4
9. Group members were able to accept criticism.	0	1	2	3	4
10. Trust developed among group members.	0	1	2	3	4
Add all circled numbers for Total Score___________(out of 40)
A. What I really liked about our group
B. Ideas for improvement

Adapted from Alan C. King, Skills for Healthy Relationships, CMEC, 1993.
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LIKERT SCALE

A likert scale is used to evaluate a product or demonstration by selecting a number from highest to lowest , (e.g., 1-5) for each specified trait. The numbers are arranged horizontally and are added up to arrive at an overall score.

Group Project Likert Scale

Directions: For each of the following criteria, place the most appropriate number or letter to evaluate your peer's actions in group project. Group may be evaluated as a whole or as individuals.

Excellent

Good

Satisfactory

Fair

Poor

or A: Always S: Sometimes N: Never

_____Your peers participated in the initial discussion used to get project going.
_____Your peers contributed with creative ideas that enhances project.
_____Your peers came up with few ideas, but these were always original and unique.
_____Your peers were quick to suggest solutions to problems with project as they occurred.
_____Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of project.
_____Your peers showed strong leadership skills during development and construction of project.
_____Your peers were friendly, enthusiastic, and positive during group work.
_____Your peers were encouraging and complimentary of your own performance in group project.
_____Your peers were always available to spend time working on group project.
_____Overall, your peers were essential to the development and construction of your group project.

Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta, 1990

Dramatic Reader Score Sheet

Directions: For each quality listed below, circle the number that most nearly describes the position of this paper on the following scale from high to low.

LANGUAGE FACTORS		HIGH	MEDIUM		LOW
I.1 Conversation	- Realism	5	4	3	2	1
I.2 Conversation	- Situation	5	4	3	2	1
I.3 Stage	Directions	5	4	3	2	1
TOTAL LANGUAGE SCORE_____________________

SHAPE FACTORS		HIGH	MEDIUM		LOW
II.1 Beginning		5	4	3	2	1
II.2 Structure		5	4	3	2	1
II.3 Ending	Directions	5	4	3	2	1
TOTAL SHAPE SCORE__________________________

CHARACTERIZATION FACTORS	HIGH	MEDIUM		LOW
III.1 Development	5	4	3	2	1
III.2 Consistency	5	4	3	2	1
TOTAL CHARACTERIZATION SCORE__________________________

MECHANICS FACTORS	HIGH	MEDIUM		LOW
IV.1 Dramatic Form	5	4	3	2	1
IV.2 Spelling	5	4	3	2	1
IV.3 Punctuation	5	4	3	2	1
TOTAL MECHANICS SCORE__________________________

RESPONSE FACTORS	HIGH	MEDIUM		LOW
V.1 Entertainment	5	4	3	2	1
V.2 Originality	5	4	3	2	1
TOTAL RESPONSE SCORE__________________________
TOTAL SCORE_______________________

Cooper and Odell, Evaluating Writing, Describing, Measuring, Judging, NCTE, p.29, 1977

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PANELIST'S RUBRIC FOR ORAL PRESENTATION AND DEFENSE

Speaker:__________________________________Panelist:____________________________

PERSUASIVE SPEECH - 100 POINTS

5 minutes maximum

__________10 points Clear statement of issues

__________15 points Clear statement of personal problems

__________25 points Logical arguments

__________25 points Good evidence

__________15 points Strong conclusion

__________10 points Professional demeanor: dress, posture, enunciation

TOTAL:__________

DEFENSE - 100 POINTS

10-15 minutes

__________20 points Responsiveness to questions about speech and/or Executive Summary

__________30 points Demonstrated grasp of the issue and material

__________30 points Ability to clarify statements using evidence

__________20 points Positive attitude toward questions

TOTAL:___________

__________20 points Panelist received Executive Summary 24 hours in advance

TOTAL SCORE SHEET FOR PRESENTATION AND DEFENSE

Speaker:_____________________Teacher:_____________________

PERSUASIVE SPEECH - 100 Points

PAD Panelist -- Advisor______________x 2 =__________

PAD Panelist -- #2 ______________x 2 =__________

Guest Panelist ___________

Raw Total:____________

DEFENSE - 100 points

PAD Panelist -- Advisor______________x 2 =__________

PAD Panelist -- #2 ______________x 2 =__________

Guest Panelist __________

Raw Total:___________

__________20 points Panelist received Executive Summary 24 hours in advance

Ranny, Reynolds, Richards, and Stitham, Problems in american Democracy, Lathrop High School, Fairbanks

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TEACHER'S RUBRIC FOR FINAL POLISHED COPY OF WRITTEN PAD

Name_______________________________Teacher_________________________________

___5 points I. INTRODUCTION

naming your expert
explaining her/his credentials
explaining how you chose/found your expert
where and when (date and time) the interview occurred

___5 points II. BODY

synopsis of the important points through, readable, clear
or
dialogue with questions and answers
we feel we have observed the conversation
we know what you thought during the interview and as you were writing it up

___5 points III. CONCLUSION

what surprised you in the interview
the most interesting idea you discovered
what you had hoped to find out and didn't (if anything)
any further questions raised
the effect of the interview on your own emerging opinion

____5 points IV. ORGANIZATION AND CONVENTIONS

Grammatically correct
organized, easy to follow
easy to follow

____TOTAL

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HOLISTIC RUBRICS/SCALES

HOLISTIC GUIDE FOR A READING LOG
HOLISTIC WRITING RUBRIC Each paper will be given one of three scores: Q, A, or NA. The reader will read the paper with these descriptors in mind: Quality--Can easily complete process prereading and then following the steps has no more than three minor errors (mechanics, word choice, sentence structure) meets all requirements
Acceptable--Takes some effort to complete process prereading and then following steps has four to seven minor errors (mechanics, word choice, sentence structure) meets all requirements
Not Acceptable--Cannot complete process does not follow directions has more than seven errors (mechanics, word choice, sentence structure) does not meet all requirements Wessels and Birkholz, 1994
	Acceptable	Not Acceptable
Completion
Responsiveness
Optional Traits
Fluency
Format

READING CONTRACT

I, ________________________________, do hereby agree to read_______books and report on them for the grade of ________. I further agree to use books of at least 150 pages. I understand that books of substantially more than 150 pages may count for more than one report if I obtain prior written approval from the teacher and attach that approval slip to the record sheet when my book is reported.

I hereby agree to participate in the group when I am not reporting. I will follow all the rules for cooperative learning groups.

Finally, I agree to use books read only since _______(date) and complete this contract by ________(date). I will return this contract, signed by the appropriate parties, within one week of the date it is written.

Student_______________________________

Parents________________________________

Teacher________________________________

Scoring Scale: A = 4 books; B = 3 books; C = 2 books

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CHECKLISTS

WRITING CONFERENCE CHECKLIST
Student's Name
Title of work	Date	Focus/Thesis	Organization	Transitions	Sentence Structure	Conclusion	Mechanics	Comments







Symbol explanations: + well developed; v satisfactory;-- needs attention; NA not applicable

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Last modified on: Mon, Jun 17, 1996.