Assessment and evaluation for the purpose of student growth is
an integral component of the process of teaching and learning. Its
goal should be to promote positive personal growth and awareness
of metacognition, abilities, skills, knowledge, and understandings
of the topic and themselves.
The Assessment Process
Assessment should be a collaborative process between teachers and
students, allowing input from students and their teacher as to the
goals, objectives, and intended outcomes for the students' work.
The class should develop their own rubric by identifying evaluation
criteria that will match their own goals and expected learner outcomes,
as well as assist the students to gain a better understanding of
the expectations for the process and the final product. Therefore,
as they begin work on their performance or project, the students
will be able to map out their ideas for the end product and maintain
a clear understanding of what is needed for success.
Assessment should also be returned to frequently throughout the
project, allowing students to revisit the expectations, reflect
on their progress, and make revisions to their work accordingly.
Rather than merely being used as a summative evaluation tool, the
criteria or rubric ought to be used as a guide for students throughout
the learning process. Using assessment as a continuous process will
motivate students to perform their best and act as a learning instrument
in itself by helping students to understand more about how they
learn and work best.
Below are some useful links for more information on assessing learning
and employing the use of rubrics, as well as tools for creating
and guiding student assessment. To find many other examples of rubrics,
simply search the Internet using the search term "rubric" as well
as any other terms specific to the student outcomes.
Journaling as Self and Group Assessment
A personal journal or writers' notebook may be used for more than
just note taking, gathering ideas and information, or for written
work. It may also document the process or journey of learning and
demonstrate the growth of individual students as they work toward
an end goal. Using journals regularly will allow students to learn
to wonder, think, observe, reflect, ponder, vent frustrations, and
synthesize and relate to their own learning experiences.
Journals also provide a place for students to consider how they
work and learn as an individual, as well what they need to work
on or have learned by being part of a group. Students should reflect
upon how their group worked together, challenges they faced, successes
or triumphs they had, any difficulties or frustrations encountered,
how the difficulties were or were not resolved, and how they might
approach a similar situation in the future.
Summative evaluation and reflection may also be done using journal
writing in connection with the rubrics that were created at the
beginning of the project. Students may evaluate their own work and
contributions, as well as the final product or performance, using
the rubric as a guide. They may reflect on what worked very positively,
aspects that need further improvement, how they would improve their
work for a future project, as well as how they felt about the total
Peer and Large Group Evaluation
Assessment and evaluation may also be used for peer and large group
evaluation activities. If possible, allowing students to evaluate
a past student project before they begin allows them to gain a better
understanding of their direction. Evaluating the work of their peers
enabled students to critically examine and compare their own efforts
to that of others and visualizing ways in which they might improve
their own creations. Incorporating instruction of students in the
use of a rubric will allow a more objective assessment of the work
of their peers, as well as promote a greater personal understanding
of their own learning.
Peer assessment may be completed in a variety of manners. All students
might evaluate each other during classroom presentations. Students
may individually evaluate a small number of examples of other student's
work, or they may work together in small groups, working together
to come to a consensus as they examine other projects. Whole or
small group discussion afterwards will allow the sharing of common
practices that were exemplary or needed improvement, as well as
how the process or project may be improved if it was used again.