Running head: ASSESSMENT TECHNIQUES 1

Claudia Alvarez

August 10, 2017

Assessment Techniques

National University
ASSESSMENT TECHNIQUES 2

Abstract

This paper will consist of different assessment techniques that can be used by educators. Being

able to assess students in various ways can help the teachers understand the learning strategies of

their students as well as help the teachers find creative ways to assess the students. Students all

have different leaning strategies and being able to demonstrate their learning through

assessments that are guided to their learning styles can benefit the student’s academic

achievements.
 ASSESSMENT TECHNIQUES 3

Assessment Technique Purpose Example Modification for Special

learners
1. Essay: Written This strategy is When my sister was in This type of assessment
assignment given to considered for the most fourth grade she had to can be used in a whole
students on a certain part a summative choose a California class setting. It can be
topic/ subject. assessment. It is usually mission and write a short modified for ELL. ELL
used to determine the informative essay. This can have the opportunity
knowledge that was way the teacher was able to have more time to work
learned about a specific to determine if the student on it. These students can
topic. did the proper research also discuss other options
and what they learned with the teacher like
Essays can also be used as from the research. watching mission videos
a form of progress in order to get the
monitoring. Teachers can information needed.
use essays to determine Gifted students can also
the progress of students be accommodated. Gifted
and their writing skills, students can have
vocabulary, extensions that require
comprehension and higher level thinking.
critical thinking skills. Special needs students
can depend on their needs
“However, essays provide can be accommodated to
teachers with an excellent this assessment by
means of knowing what making the essay shorter.
students comprehend, Asking the student what
how they would apply they feel most
their new learning, and comfortable writing
how they analyze and about.
evaluate the ideas and
concepts” (Eby et al.,
2011, p. 214).

It may be unlikely but an

essay can also be used as
an entry-level assessment.
Teachers can use essays
to determine where their
students writing level is
at. They can also
determine vocabulary
usage, punctuation,
spelling etc.
 ASSESSMENT TECHNIQUES
2. Portfolio: A folder This assessment strategy
where observations, is for the most part used
performance samples, and as a progress monitoring.
work samples are kept. Most teachers use
These are used to measure portfolios to keep track of
students progress over the student’s
school year. accomplishments and
determine their advances
in their academics.
Portfolios can also be
used as summative
assessment when the
teachers look at the
portfolio at the end of the
school year to determine
the placement or
advancement of a student.
“As an assessment tool, a
portfolio contains a
selection of work
samples, anecdotal
records, tests, and other
materials that document
the students progress”
(Eby et al., 2011, p. 221).
It would be very unlikely
for teachers to use a
portfolio as an entry-level
assessment. But it could
be done it the teacher has
access to the student’s
portfolios from the
previous teacher.
Although it is not
recommended that
teachers base their
assumptions on students
based on portfolios.
4
A teacher can keep a This assessment can be
portfolio for the students used for all students. It is
to track the progress in a really good assessment
writing. The teacher can for ELL and special needs
determine what the children. According to
student needs more help Eby et al., “this approach
in and what the student to assessment is
has mastered. This will particularly appropriate
also guide the teacher on for English language
what she needs to learners and special
emphasize during her education students
lesson plans. because it allows
assessments based on
Portfolios are good for actual sampling of the
student achievement but students work and the
also for teachers to growth they are making;
recognize what a student it depends less on the
needs and if maybe they scores from standardized
need to change the way tests which are often
they are teaching a certain difficult for these students
subject. to understand” (p. 124).
Teacher are able to use
I remember that when I portfolios for ELL and
was in second grade I was special education students
an ELL student. My in order to keep track of
second grade teacher and any advancements easier.
the English language tutor Teachers can also use
had a folder with my portfolios to look for
writing and the books that patterns and ways to help
I had read. I didn’t know their students.
what it was I though For students who are
everyone else had one gifted portfolios are a
too. Now I understand great way to keep track of
they were using this their achievements and
portfolio to keep track on the way the teacher
my writing and reading helped these students
levels. maintain their educational
achievements. Teachers
can guide themselves to
see what the student has
already done in order for
the teacher not to give
him/her the same work.
Other teachers can use the
portfolios as a guideline.
 ASSESSMENT TECHNIQUES 5

3. Play/role-play: Students can use their I have seen teachers that This type of assessment
Students perform creative side by have students perform a can be used in a whole
scenarios on certain given performing what they play based on a book they group setting. It can also
topics that will have learned. This type of are reading. The students be altered for students
demonstrate their assessment can be used will choose a portion of who are ELL, special
understanding of learned for many different subject the book and perform it in needs and gifted students.
material. areas if thought of it in an
front of the class. This For students who are ELL
appropriate manner. can be done in order to and special needs, they
determine the can work in partners in
This type of assessment is comprehension of the order to achieve the
usually a summative reading that is being done. performance. Having
assessment. Teachers tend According to Dale’s Cone someone to help them and
to use it so students can of Learning, 90% of answer any questions or
perform what they have learning is retained when struggles might help these
learned on a certain activities are active. students do better. ELL
subject or topic. Students should do and Special needs
presentations, students These students
Plays and role-plays can stimulations of real life or can also use technology to
also be used an entry- doing the real thing. help them achieve a
level assessment. A successful performance.
teacher can give a topic When I was in second For example, they can use
and ask students to role- grade, we were learning videos to back their own
play something about this about native Americans performance. For students
topic. The teacher will and the history on them. who are gifted, the
assess how much the My second grade teacher performance can be done
students know before told us the importance of through a video and
starting the lesson. dance for some tribes. As shown in class. This will
a whole class we learned allow the students to use
a small part on a native their higher level of
American tribe dance and intelligence.
performed it in a school
parent function.
4. Collaborative This assessment can be An example of This assessment can be
Discussion: Students used as an entry-level collaborative discussion used for all students. For
work in small groups. The assessment, performance would be giving the those students who are
teacher usually will give a monitoring as well as a students an issue and ELL, they can be grouped
topic for discussion. The summative assessment. having the students in with other students that
groups will later share Teachers can use groups discuss different speak their language or
what they discussed and collaborative discussions ways to solve this issue. with a friend that they fell
learned. as a way to determine Each group can have a comfortable sharing their
how much information different issue. It can be thoughts and ideas with.
the classroom knows on a in topic that is all related. These students can have
certain subject the teacher For example, a third grade the opportunity to share
will begin to teach. teacher can give different thoughts in their first
Collaborative discussion issues that are happening language allowing them
can also be used as a around the school. (Clean to extend their discussion.
ASSESSMENT TECHNIQUES
performance monitoring
assessment. The teacher
can track the performance
of student through out the
school year.
And finally, collaborative
discussion can be used as
a summative assessment
the teachers can also use
this assessment to
evaluate the final
knowledge that was
learned in a unit or
subject.
Eby et al. mentions, “it is
possible to assess whether
the students have a poor,
average, or unusually
good understanding of the
ideas they speak about”
(2011, p. 216).
6
playground, more books, For students with special
better computers etc.) needs, the teachers can
Students in collaborative also place these students
discussions will not only with other students which
have to figure out the they feel comfortable
issue they are given but with. Eby et al. (2011)
they will also learn how mentions, “the classroom
to work well with others. environment must be
collaborative and
inclusive of all ranges of
ability, talents, interests,
and special needs without
making a big point about
it or without calling
attention to it. This can
frequently be
accomplished by the
creation of cooperative
groups, or tribes, as
described in Gibbs
(2001)” (p.133). These
students can also pick the
question or topic they feel
more comfortable with in
order for them to
participate in discussion.
If the student feels
comfortable with the
question, then they are
more likely to participate
in the discussion.
The students who are
gifted can have a larger
role in the discussion such
as note keepers or group
leaders. This can give the
student a sense of
responsibility towards the
group. The student will
feel like he/she needs to
do more than the average
in order to lead the group
discussion.
 ASSESSMENT TECHNIQUES
5. Paint/Art: Students use This assessment is usually
their creative side to used as a summative
paint, draw, or create assessment. Teachers can
other artistic pieces in use this type of
order to demonstrate their assessment to determine if
knowledge and the students understood
understanding. the unit that was being
taught. Students use their
artistic side to
demonstrate their mastery
of the lesson. The teacher
will interpret mastery of
lesson based on the
student’s description of
his/her art.
Although it is usually
used as a summative
assessment it can also be
used as a progress
monitoring assessment.
Teachers can use art the
students do to monitor
their understanding on the
subject.
Art can also be used as an
entry-level assessment.
Teachers can ask students
to draw or paint what they
think a certain subject is
about. Based on the
student’s art the teacher
can determine where
he/she can start he lesson.
Or how he/she needs to
modify her teaching.
For example, a first grade
teacher has given a lesson
on the importance of
MLK in our history. The
teacher then explains to
the students that they will
have to use their art skills
to paint or draw a picture
of why they belief MLK
was important to our
history. The teacher will
base what the students
have learned on the art
and the interpretation the
student places on the art
piece. Students will all
have different views on
why he was an important
aspect of our history. The
teacher will use the
student’s description of
their pictures to determine
if the students understand
the lesson.
7
This assessment can be
used for the whole class.
ELL students can be
accommodated by
allowing them more time
to finish their art. Eby et
al. argues, “for students
who learn more slowly,
one modification that is
needed is to reduce the
volume of material in a
lesson” “when the pace is
lowered, the student has
an opportunity to succeed
and is likely to show an
increase in motivation
that accompanies
success” (2011, p. 133). It
is important to take into
consideration that
students might need more
time to think and put their
thoughts into order when
they are not fluent in the
language. Students with
learning disabilities can
pick the type of art work
they want to do if the
teacher has assigned a
specific one. Giving
students the opportunity
to decide what they want
to do and how they can
demonstrate their
knowledge empowers
them to try harder. These
students can also have
more time to finish their
art.
For the student who are
gifted students, these
students can have an
additional assignment
such as a short written
answer explaining their
art. They can also be
 ASSESSMENT TECHNIQUES 8

challenged by adding a
theme into the art. This
way the student can not
only draw/paint their
picture but they would
also have to for example
make it a scary picture.
6. Interviews: Students This type of assessment A teacher can use this This assessment can be
conduct interviews to can be used as a type of assessment to used in a whole class
receive the information performance monitoring view historical changes. setting. The teacher can
they need to learn the assessment, summative For example, in a lesson make some modifications
material that is being assessment as well as an plan done for third based on students
taught. entry-level assessment. A graders, about the learning. ELL can
teacher can allow students importance of MLK and conduct their interviews
to interview multiple the significance of his in their native language
people at different times actions in history. The and make the translations
in order to make it a teacher can make students into English with the help
performance monitoring conduct interviews to of the teacher or another
assessment. The students parents or other adults. adult or peer. Having
can demonstrate what With the help of the student use their native
they have learned and teacher and parents the language will help them
how it has changed. students will conduct a feel more comfortable
On the other hand, these small interview. The doing the assignment. The
interviews can also be teacher will give a three students can also use the
used as summative question interview to the translation part of the
assessments to determine students to take home. process to learn new
the final knowledge that The parents will help their vocabulary and spelling.
the students have gained children conduct the Students with learning
from the interviews and interview to themselves disabilities can work in
the unit they have studied. (the parents) or another partners in order to share
Interviews can also be adult. The interview will the responsibilities and
used as a entry-level be about feeling left out. the work. These students
assessments. Interviews Once the interview is can also pick the
can be done with in done the students will questions they feel more
students, teacher to have to write 2-3 comfortable with in order
student. This way the sentences describing what to be able to get accurate
teacher can have an idea they learned from the interviews. Students who
of where the students are interview. are gifted can also be
academically in a subject. accommodated in this
Eby et al. mentions type of assessment. These
“teachers who are students can record the
committed to creating interview. They can also
authentic learning for create a power point or
their students do so by video of the interview in
planning discussions that order to achieve academic
simulate higher-level competency.
 ASSESSMENT TECHNIQUES 9

thinking process,
problem-solving skills,
critical thinking, and
creative thinking and that
acknowledge the multiple
intelligences of their
students” (2011, p. 174).
7. Visual Presentation: This type of assessment is My baby sister a couple Visual presentations are a
Students are given a topic usually a summative years ago was in great way to assess the
in which they find assessment. Teachers use kindergarten. The class whole class. Visual
relevant information and visual presentations so was learning about the presentations are also a
create a visual students can demonstrate ocean and the different great way for ELL to
presentation. The visual their obtained knowledge types of animals they express their learning.
presentation will in a subject or unit. The could find in the ocean. These type of assessments
demonstrate the students have many Her teacher asked the can be modified in order
knowledge the students different types of visual students to create a visual to make it easier for ELL
have gained through their presentations they can presentation of the ocean to be successful. ELL can
research. pick from, videos, power inside a shoe box. Each have more time to finish
points, poster boards etc. student created their own these projects since it
The teacher can decide to visual presentation of the might take them more
have the option of ocean inside the shoe box. time to gather and piece
choosing or giving a Depending on the animals their thoughts. These
specific type. they chose to put in they students can also use a
Although is is usually a would use the internet or rubric to help them fully
summative assessment books to find more comprehend what is
visual presentations can information on these needed and expected from
also be used as progress animals. So she also had a them. Students with
monitoring for students. small write up on the special needs can also
The students can use visual. have accommodations in
different types of visual this assessment. They
presentations and add on would also benefit from
more information as they having a rubric to guide
obtain more knowledge them in the process of
through out the school making the presentation.
year or unit. Eby et al. states “to
increase objectivity and
communicate
expectations to students,
teachers can create rubric
systems describing the
length and format of the
oral report as well as what
must be included (2011,
p. 216).
For students who are
gifted, visual
 ASSESSMENT TECHNIQUES
8. Daily Journals:
Teachers give questions
or topics to the students.
The students then write
their answers and
thoughts in their journals.
10
presentations can be
modified to accommodate
these learners. Gifted
learners can have added
portions to the
presentations. For
example, the teacher
might ask the student to
find videos that are
related to the lesson. This
will demonstrate the
knowledge they have
gained.
Daily journals are mostly An example of daily Daily journals can be
used as progress journals would be having used as a class in whole.
monitoring. Having placing a question in the Students who are ELL
students do daily journals beginning of class. For can be accommodated
can help the teacher example, a teacher who is with having a couple
assess student learning in a 5th grade class can more minutes to finish
and what struggles they place a question on the answering the question.
are having. power point asking about Students who are English
These daily journals can something the teacher learners might take more
also be used to determine will teach next (entry- time to understand what
entry-level knowledge in level), something all the question is asking.
specific subject areas. ready learned These students will also
The teacher can ask a (summative). take more time to gather
question on a subject and their thoughts and be able
assess how much the A question might look to put them in the correct
students know. like: When we think contexts.
The daily journals can about John Marshall what For those students who
also be used as are some of the things are special needs they
summative assessments. that come to mind? (Add might need more time to
The teacher can ask about their influence in history finish answering the
a certain topic they have and any achievements he questions. These students
previously learned and might have had) might also need more
assess how much the clarifications from the
students actually teacher. The teacher
understood from the might need to do
lessons. modeling or
demonstration. “Teacher
demonstration and
modeling is an effective
 ASSESSMENT TECHNIQUES 11

instructional technique
for almost every area of
the curriculum” (Eby et
al., 2011, p. 143).
For students who are
gifted learners the teacher
can accommodate them
by having them use
certain vocabulary words
through out their journal
that might be relevant to
the answer the student
will give. This way the
students have to think
about the definition of
these words and how they
will answer the question
while still having to use
the vocabulary given to
them.
9. Exit cards: The teacher This can be an entry-level For example, a first grade Exit cards can be used as
at the end of the class assessment. The teacher teacher went over the a whole class assessment.
asks a question that the can ask something related vocabulary words for the This type of assessment
students need to answer to what he/she will be week. At the end of the can also be modified for
before exiting the having a lesson on the day she asks the students ELL and special needs
classroom. next day. The teacher can to write down the students. ELL and special
then determine what level vocabulary word they had students can be given the
if understanding the the most difficulty question the teacher is
students have on this understanding. When the going to ask in the
certain topic. teacher reviews these exit beginning of the class in
It can also be a progress cards at the end, he/she order for them to have the
monitoring. The teacher will have a better rest of class to think
can ask the students what understanding what about the question. This
they did or did not vocabulary words their way the students can also
understand from the students need review on. pay more attention to this
lesson. This way the part of the lesson in order
teacher can determine if to answer at the end of
he/she needs to review class.
certain points the next For gifted students, the
day. teacher can ask them to
answer the question and
come up with their own
answer the next day. The
teacher and student will
then compare answers the
next day.
 ASSESSMENT TECHNIQUES 12

10. Test/quiz: Students These type of I remember always taking Tests and quizzes can be
take a test or a quiz. assessments can be entry- tests and quizzes during used as a form of
These assessments are level, progress my school years. The one assessment for the whole
usually made from monitoring, and I remember most clearly class. There can be
multiple choice questions, summative assessments. was the standardized modifications done for
true/false questions, Tests/quizzes can be used testing that was done at students who are ELL and
matching and short to determine the level of the end of the school special needs students.
answer questions. Eby et knowledge a student has year. These tests where so
ELL students can have
al. mentions that quizzes on a subject or unit. This long and they tested you more time to finish the
are short and they tend to way the teacher can have from all the things you test since it takes them a
determine whether an idea where to start and had learned throughout longer time to understand
students gained what to discuss. This is the school year. the questions that are
understanding of a unit or good on an individual being asked. The students
subject. Tests are more of level and well as a whole Besides these tests I need enough time to
a summative assessment class. remember having spelling process the question and
and may be longer and Tests/quiz can also be quizzes once a week. I then enough time to think
are given at the end used as a for of progress specifically remember about what the answer
(2011, p. 212). monitoring for the unit or having them in my third can be. According to Eby
lesson. The teacher can grade class with et al. (2011) “English
determine if he/she needs Mr.Pallett, we had to language learners often
to focus more on a certain memorize the spelling of have difficulty in
subject based on the test the words and then we demonstrating their true
or quiz results. had a quiz on them. abilities on standardized
The tests/quizzes can also tests because of the
be used a s a form of inability of the teacher to
summative assessment. vary the instructions that
Most teachers decide to are part of the
do tests or quizzes as a standardization of the
form to determine the test” (p. 119).
knowledge gained by the Special needs students
students on a subject or can also be
unit. accommodated by having
the teacher explain
questions that might not
be clear to the student.
This can give the student
the ability to understand
what is being asked and
the student might have a
chance to answer
correctly.
ASSESSMENT TECHNIQUES 13

References

Eby, J. W., Herrel, A. L., & Jordan, M. (2011). Teaching in k-12 schools: A reflective action

approach. Boston, MA: Pearson Education Inc.