English, Part 4

Question 1: Discuss the use of anecdotal records for student assessment.

Answer 1: Anecdotal records are written records kept in a positive tone of a child's progress that are based on milestones particular to the child's emotional, physical, aesthetic and cognitive development. They include specific dates, times and events of incidents throughout the school day. Some teachers use notebooks for such tasks while others use sticky pads. The notes will either become part of the child's file at the end of the year, stay with the teacher's records or be disposed of. Anecdotal records are useful in parent conferences when a teacher explains how a child is performing. They also help keep track of a student's behavior. Keeping such records is useful in supporting why and how a teacher makes decisions.

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Question 2: Discuss how student journals might be graded.

Answer 2: Grading student journals can be very subjective due to their personal natures. For fair and consistent grading which reflects assignments, a teacher should have established a set of criteria for evaluation. This criteria should help assist students in preparing journals that are effective in addition to helping with grading. The grading system should be reflective of the learning objectives and assignment goals. Rubrics for grading may be either analytical or holistic systems of scoring. In holistic rubrics, students are given overall criteria for assigning a grade based on the complete journal. For instance the criteria for an A might include that students have complete entries in the journals which are insightful, well-developed, of appropriate length, focus on proper objectives and use proper grammar, punctuation and spelling.

Question 3: Discuss the reliability of performance, portfolio, and responsive evaluations as well as measurement replication in assessments.

Answer 3: Some scholars and testing experts argue that performance, portfolio and responsive evaluations -- where tasks vary greatly from student to student and where multiple tasks may be simultaneously evaluated -- are not reliable. A difficulty cited is that there are more than one source of errors in measuring performance assessment. For instance, a writing skill test score might have its reliability affected by graders, or other such factors. There may also be confusion about diversity of reliability indices. Nonetheless, different reliability measures share a common thread. One such commonality is constituted in measurement procedures in situations such as internal consistency. Oftentimes for convenience in computing, the reliability index is based upon a single data collection. The ultimate reference, however, should go beyond just one testing occasion to other such occasions.

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