Assessment (by standards)

Examples of Instruction and Assessment by Standard

The following charts have examples of classroom tasks that address the five Language Arts standards and fulfill both instructional and assessment purposes simultaneously. The charts are intentionally incomplete. No instruction or assessment strategy is necessarily better than any other. Tasks should be selected or designed to fit the purpose and content for your particular grade and purpose.

Language Arts Standards:

Speak and Write
Read, Listen and View
Complete Independent Projects
Present and Explain Positions
Understand and Respect Others' Perspectives

Standard A: A student should be able to speak and write well for a variety of purposes and audiences.
Task What is the student doing?	Purpose Why is it performed?		Supportive Instruction / Scaffolding How do we as teachers and students get there?	Assessment Tool How is it measured?
Task What is the student doing?	Instruction	Assessment		Assessment Tool How is it measured?
Using a journal or learning log	To clarify thinking and prepare for discussion To apply elements of effective writing	To evaluate language proficiency and clarity To evaluate student attitudes	Guided practice *Modeling	Checklist Rubric Self-evaluation Peer response checklist
Discussing a video	To comprehend content To extend thinking	To evaluate ability to apply to life To evaluate analytical and oral skills	Preview discussion Viewing and stopping video, modeling discussion Note taking Venn diagram	Anecdotal record Note taking rubric Observational checklist
Preparing exhibitions	To read effectively / thoroughly	To evaluate synthesis of information	Guided practice	Strategy checklist Anecdotal notes Running records
Writing a descriptive essay	To clarify thinking To apply elements of effective writing	To evaluate writing skills	Guided practice Writing process practice Modeling application of rubric to one's own and others' writing	Self / peer analysis Checklist Rubric

Standard B: A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information.

Task
What is the student doing?

Purpose
Why is it performed?

Supportive Instruction / Scaffolding
How do we as teachers and students get there?

Assessment Tool
How is it measured?

Instruction

Assessment

Viewing and discussing a video

To develop listening skills

To gain information

To evaluate viewing skills

To evaluate comprehension and analysis of information

Reflecting on prior knowledge

Stopping video periodically and modeling discussion

Note taking during viewing

Fast write practice

Checklist of listening skills

Anecdotal map on fishbowl discussion

Quiz

Selecting and reading aloud a piece of fiction in a small discussion group

To develop reading strategies

To develop ability to respond orally to literature

To evaluate use of reading strategies

To evaluate skill to respond to literature, both literally and inferentially

Teacher reads aloud and models personal use of reading strategies

Student analysis of tape recording of own reading and discussion

Coaching during reading

Fishbowl

Checklist of reading strategies

Analysis of student response journal

Running record

Reciprocal reading &
teaching

To develop listening skills

To develop note taking ability

To formulate questions

To comprehend while reading

To evaluate use of reading strategies

To evaluate skills of responding to literature both literally and inferentially

To evaluate listening skills

Reviewing and modeling listening skills

Questioning during reading

Note taking during reading and listening

Guided practice

Peer observation with anecdotal notes

Checklist of reading strategies

Standard C: A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively.
Task What is the student doing?	Purpose Why is it performed?		Supportive Instruction / Scaffolding How do we as teachers and students get there?	Assessment Tool How is it measured?
Task What is the student doing?	Instruction	Assessment		Assessment Tool How is it measured?
As a group, developing a rubric to evaluate an independent project	To use task analysis skills To select and use appropriate decision making process To learn cooperative group skills To set high standards for project quality	To evaluate task analysis skills, selection and use appropriate decision making processes and/or standards for project quality	Guided practice in rubrics Definition of quality Analysis of projects Task analysis Practice in self/peer evaluation Cooperative skills	Checklist Peer review rubric Panel of experts from community
Selecting a project	To make meaningful choices	To evaluate how student selects from among many choices	Brainstorming Prioritizing Evaluating resources Time management	Teacher observation Conferencing Parental involvement Rubric
Developing a plan for independent project	To understand and execute directions To make and keep deadlines To seek, select, and use relevant resources	To evaluate understanding and execution of directions, ability to set and keep deadlines, and/or ability in seeking, selecting, and using relevant resources	Note taking skills Library/research technology Problem solving Keeping deadlines Following directions	Teacher observation with mental notes Conferencing Community involvement Project rubric Peer response
Completing an independent project	To make choices about projects after examining a range of possibilities To organize a project by understanding directions, making and keeping deadlines, and seeking, selecting, and using relevant resources To set high standards for project quality To evaluate self To select and use appropriate decision-making processes	To evaluate choices, organization, self evaluation, ability to set high standards, and/or decision-making processes	Guided practice and modeling in Time management Evaluating resources Interview techniques Library/research Technology Problem solving Goal setting	Response form completed by Community member, Parent, Self, Mentor, Teacher, and/or Independent boards

Standard D: A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information.
Task What is the student doing?	Purpose Why is it performed?		Supportive Instruction / Scaffolding How do we as teachers and students get there?	Assessment Tool How is it measured?
Task What is the student doing?	Instruction	Assessment		Assessment Tool How is it measured?
Writing a persuasive essay based on research	To use logic to persuade To apply research skills	To evaluate ability to reason To evaluate how students do and use research	Model the steps necessary to write the piece Note taking Use of research library Conducting of an interview Practice web, map, fishbone	Writing rubric Interview checklist Peer response scoring form
Debating a topic based on above research	To learn to support one’s position orally To use research and realistic evidence To construct a persuasive argument	To evaluate ability to state their position and support it To evaluate ability to select reliable information To evaluate persuasive skills	Teacher/peer modeling Watching a debate or video Tutoring on debate techniques Cross - age coaching models	Class vote Peer/self evaluation based on rubric
Group fishbowl discussing an author’s purpose in a text	To work with texts to determine author’s purpose	To evaluate thinking and listening skills for outer circle	Practice finding appropriate evidence or support Practice fishbowl discussion Practice writing observations	Listeners’ written observations Teacher rubric Anecdotal map
Taking a position on a controversial issue and writing a letter to a policy maker to explain position	To develop a position by: reflecting on personal experiences, prior knowledge, and new information; formulating and refining questions; identifying a variety of pertinent sources of information; analyzing and synthesizing information	To evaluate the validity, objectivity, reliability, and quality of information read, heard, and seen	Guided practice working with elements listed in column two Model letters to editors and legislators	Rubric to assess logical position, appropriate support, evidence, and explanation

Standard E: A student should understand and respect the perspectives of others in order to communicate effectively.
Task What is the student doing?	Purpose Why is it performed?		Supportive Instruction / Scaffolding How do we as teachers and students get there?	Assessment Tool How is it measured?
Task What is the student doing?	Instruction	Assessment		Assessment Tool How is it measured?
Students creating and presenting a skit that illustrates communication styles in different cultures	To recognize communication styles in different cultures and their possible effects on others	To evaluate awareness of styles	Use guided practice with Venn diagrams Brainstorm commonalties in cultures	Applause meter Rubric
Given an example of a culture other than their own, students brainstorming a list of communication style elements which are different from their own	To recognize communication styles in different cultures and their possible effects on others	To verify recognition	Use guided practice in analysis of one's own communication style Making generalizations Recognizing exceptions to generalization	The list generated by the group Outside expert to provide feed back
Read a newspaper editorial, identify the bias, and support it with examples in the text	To recognize bias in a written editorial	To verify recognition	Comparing an editorial and news story for identifying bias	Checklist Peer review Rubric
Reading a non-fiction article set in a different culture and completing a Venn diagram of cultural values	To use information and literature of many types and cultures, both oral and written, to understand self and others	To verify understanding	Guided practice with applying to an article or video	Checklist Rubric
Using the diagram above, writing a letter to yourself as if you were the narrator of the article and describing how your cultures are alike and different	To explore speaker’s or author’s point of view	To evaluate ability to determine point of view	Letter writing practice	Rubric for evaluation of ideas and content Response to letter by peers
Writing and dramatizing first person narratives of unpopular characters	To express oneself from another’s point of view	To assess student’s understanding and application of point of view	Dramatization practice Guided practice in character analysis using a smaller piece	Teacher observation Peer evaluation Rubric