Assessment in the ABLE Classroom
Learner assessment, the process of collecting and analyzing data provided by the learners in
order to make judgments about the literacy accomplishments of individuals or groups, is a key
feature of adult literacy programs. Learner
assessment occurs in different forms throughout an
adult’s participation in a literacy program. It yields
distinct types of information. It provides information
to teachers for use in instructional planning, to
learners for determining their progress toward
particular goals, to program funders for establishing
some degree of program accountability and success.
Four major types of approaches to learner assessment have been identified in the literature:
!
Standardized Testing
!
Materials Based
!
Competency Based
!
Participatory
Because of the variety of learner goals and accomplishments, multiple methods of assessment
seem logical. Such an approach provides learners, teachers, and others with multiple views of
learner accomplishments.
Critical features of any learner assessment are as follows:
•
Assessment should serve as a means of improving instruction
•
Assessment should empower students with feedback on learning process and
outcomes.
•
Assessment should include multiple measures to provide a comprehensive picture.
•
Assessment should be user friendly.
29
Portfolio
Assessment of student progress can be measured with formal tests such as the BEST, or informal tools
such as portfolios when standardized test information is not available. Informal assessment tools are not
statistically normed against a control group, but they are just as valid as formal methods when consistent
guidelines are used to collect the information.
While standardized tests may document what a student has learned, portfolio assessment shows what
the student can do. Portfolios become evidence of how a student incorporates newly learned skills in a
specific context. Progress is measured by increasing the number and complexity of these new skills.
There are numerous methods of documenting student progress. These include:
Teacher-made tests – These are best suited to show mastery of individual skills.
End-of-chapter tests – These document what a student has already learned from a specific text. Chapter
or unit tests are valid only for measuring knowledge from that particular text.
Performance samples – For an assessment portfolio, use examples of work that is typical for that
student. This is different from a showcase portfolio, which features the student’s best work. You are
trying to show how a student is progressing.
Worksheets or homework assignments – These are examples of performance samples that can
document progress.
Projects or products with clearly defined performance standards – These are ideal for documenting
competency, as they provide concrete evidence of how a student applies new skills to a given task. One
project can be the basis for documenting several skills. For example, if you assign a student to research a
topic and give an oral presentation about it, the project might be used to assess and document:
a. Reading comprehension.
b. Writing competencies such as paragraph development, content, or grammar.
c. Speaking competency.
d. Pronunciation.
Computerized assessment – This can be in the form of:
a. Standardized tests taken on a computer.
b. Computer adaptive tests, in which a computer program selects test questions based
on the student’s correct and incorrect answers.
c.
A project that the student must complete using a computer.
Make sure that your activity tests for the targeted skill. For example, don’t assess a student’s computer
skills when you are giving a computerized listening comprehension test.
30
Audio or video tapes – Although tapes made with the student “on stage” are valid, this may not always
be the best way to record student performance. If you tape an entire group completing an activity, you
can easily focus on a particular student when you review the tape.
Student interviews – There are several possibilities for documentation here.
a. The teacher takes notes on the student’s performance– this becomes anecdotal evidence.
b. The teacher uses a checklist to document how the student uses a particular skill.
c. Audio or video tapes can record the student’s performance.
Checklists–The teacher makes up a checklist for various skills. As each student demonstrates a
particular competency, the teacher records it on a checklist. The checklist may be as simple as yes/no
statements. The teacher needs to use the same criteria to measure all students for this to be valid.
Rubrics or matrices–The teacher makes up a set of scoring guidelines that are used consistently for each
student. The rubric can be as basic as using a checklist, or can be a scale of one to five, for example. As
long as the same standards are applied equally, this can be an effective way to document progress.
Anecdotal records of teacher observations–The teacher records the date when a specific competency is
observed, along with a brief description of the activity.
Student evaluations–Students can complete a teacher-generated checklist about their own
comprehension and competency.
Student learning logs–This can be a checklist, a form with specific questions, or a student journal. The
student may describe what he/she is able to do, or cite examples of how new skills are used. The student
may also record observations about language learning strategies that have worked, thoughts about
language learning, or new skills to be learned. The main concept here is that students become aware of
taking responsibility for their own progress.
Dialogue journals–Students can write questions or comments about their learning for teachers to
respond to. Teachers can write open-ended questions, or present topics for the student to consider. In a
dialogue journal, grammatical errors are corrected gently if at all so that the student focuses on
communication rather than form.
31
Important Terms In Testing and Assessment
Standardized Test
A test is standardized if it is based on a systematic sampling of behavior, has data on reliability
and validity, is administered and scored according to specific instruction, and is widely used. A
standardized test may be norm-referenced or criterion-based. The test may, but need not, relate
to readability levels, grade level equivalencies, or competency-based measurements.
Norm-Referenced Tests
Standardized tests that have been developed to permit a learner’s score to be interpreted in
reference to the scores of other people who have taken the test. The individual learner
standardized test score is interpreted by comparing it to how well the referenced group
normally performs on the test, similar to “grading on a curve.”
Grade Level Norms
In adult literacy education programs, standardized tests are frequently used that have been
normed on children in the elementary, middle, and secondary school grades. In this case, the
adult learner’s score on the test may be interpreted in reference to the average performance of
children at each grade level. If an adult score on a reading test normed on grade school children
is the same as that of a child in the eighth month of the formal grade, the adult would be
assigned an ability level of 4.8.
Criterion-Referenced Tests
In criterion-reference testing, an absolute standard or criterion of performance is set, and
everyone’s score is established in relation to that standard, rather than by comparison to a
norming group.
Competency-Based Education and Testing
The idea of competency-based education is that learners’ progress in a course of education
should be based on demonstration that new competence has been achieved not on the basis of
the number of hours or courses in which the learners have participated. Because competencybased programs typically identify objectives very specifically, they may tend to use criterionreferenced assessment.
Curriculum -Based Assessment
In curriculum-based assessment, decisions are first made about what is important to be taught.
Then a curriculum is developed, which may or not be a formally, pre-developed series of
learning experiences. Tests are constructed to “test to the teaching.” The intent is to determine
whether what is being taught is being learned and if not, how instruction should be modified.
32
Item Response Theory (IRT)
Method of scaling for individual items for difficulty in such a way that an item has a known
probability of being completed by an adult of a given ability level. Statistical models for relating
item difficulty to an underlying “ability” scale representing what is being measured, and in
which item and person statistics are estimated from empirically observed item responses. Note:
“Essentially, IRT models are used to establish a uniform, sample-free scale of measurement,
which is applicable to individuals and groups of widely varying ability levels and to test
content of widely varying difficulty levels.” (Anastasi, 1988)
Materials-Based
This approach uses commercially available materials that are related to progress through those
materials. Literacy is considered a reading skill. It features a systems management model.
Participatory
The participatory approach features processes and products. Literacy is critical thinking and
practices. A range of texts, tasks, and contexts are used to promote the active role of learners as
investigators in an ongoing learning process that uses a broad range of strategies.
Portfolio Assessment
A purposeful collection of student work that exhibits the student’s efforts, progress, and
achievements in one or more areas.
More information is provided on the Ohio Uniform Portfolio System
in the O-PAS Manual, pp. 4.1-4.15.
33
Standardized Testing in ABLE Programs
Adult Measure of Essential Skills (AMES)
Published by Steck-Vaughn
This is a norm-referenced battery consisting of multiple-choice questions designed to measure
the essential workplace and basic skills. The five levels (A-E) of the test measure achievement of
pre-reading, reading, communication, computation, applied problem solving, critical thinking,
locating, and using information.
Basic English Skills Test (BEST)
Published by the Center for Applied Linguistics
The BEST Test was first developed in the early 1980’s to assess survival English skills in an
Asian refugee population. There are two forms, “B” and “C,” which are parallel and can be used
interchangeably. Each form has an Oral Interview and a Literacy Skills test. All ABLE ESOL
students are required to be tested with the Oral Interview. The Literacy section is optional.
Career Ability Placement Survey (CAPS)
Published by EdiTs
The CAPS is part of a series of tests designed to help an individual understand his/her
potentials, strengths, and weaknesses to aid in career planning.
Comprehensive Adult Assessment System (CASAS)
Published By CASAS
CASAS is an assessment system. It includes standardized multiple-choice, performance-based,
and alternative assessment instruments to measures life skills, basic skills, and employability
skills.
The Comprehensive Adult Student Assessment System (CASAS) is based on life skills
competencies. The test begins with ESOL Appraisal Form 20, which is a locator test. The
Appraisal takes approximately one hour to administer, some of which is done with a cassette
tape.
The Appraisal consists of four separate sections.
• The Listening Test, which is designed for students who have some proficiency in English.
The student listens to multiple-choice questions on an audio tape and records the answers
on a work sheet. The test takes about 25 minutes.
• The Reading Test assesses reading ability in a life skills setting by asking students 20
multiple-choice questions. The test should run approximately 25 minutes.
• The Writing Screening is an optional listening dictation in which students are asked to write
two sentences they hear on a tape.
34
•
The Oral Screening is an optional one-on-one oral interview, which is used to obtain
preliminary information about a student’s English skills.
The Appraisal scores determine which levels of the CASAS Life Skills Survey the student will
take. The Life Skills Survey is what provides the actual CASAS score.
*NOTE: If the CASAS assessment is adopted, the entire CASAS curriculum must be used as well.
Test of Adult Basic Skills (TABE) Forms 7 & 8
Published by CTB / McGraw-Hill
TABE is a test of basic skills in reading, mathematics, and language at all levels. TABE 7 & 8
include subtests in Reading, Mathematics Computation, Applied Mathematics, Language, and
Spelling. Two versions of the test are offered: the Complete Battery requiring one and onequarter hours to complete, and the Survey tests the same areas and provides norm data similar
to that of the Complete Battery, but diagnostic information is less detailed. Two parallel forms,
7 & 8, are available for both Survey and Complete Battery.
Workkeys
Published by American College Testing (ACT)
Measures achievement, reading for information, applied mathematics, listening, writing,
locating information, applied technology, and teamwork.
35
Tests for Specific Populations
Computer
Kansas Computer Literacy Assessment (KCLA)
The KCLA is a free, performance based assessment that can be used to measure a student’s
progress and advancement in basic computer literacy skills. The instrument identifies and
organizes basic computer literacy competencies into the six NRS levels educational functioning
levels. The test can be found in the O-PAS manual, page 12.52 and 12.53.
TIA
Published by H&H Publishing Company, Inc.
The Technology and Internet Assessment is an online assessment that measures technology,
specific computer skills, acquisition of technical knowledge, basic internet knowledge, internet
information skills, adaptation to technological change, the impact of technology, and the ethics
in technology.
ESOL
BEST Test
BEST, the Basic English Skills Test was first developed in the early 1980’s to assess survival
English skills in an Asian refugee population. There are two BEST forms called “B” and “C,”
which are parallel and can be used interchangeably. Each form has an Oral Interview and a
Literacy Skills test. All ABLE ESOL students will need to be tested with the Oral Interview.
Oral Interview features: Takes about 15 minutes
(Long Form Only)
Given one-on-one
Scored in about 10 ten minutes, less with an experienced scorer
Provides scores for listening comprehension, communication and
fluency
Provides some information on pronunciation
Screens for basic reading/writing ability
The Literacy Skills section is given if the student scores 5 or above on the screening
questions at the end of the Oral Interview.
Literacy Skills features: Takes about 1 hour
Group administered
Scored in about 20 minutes, less with an experienced scorer
Measures reading comprehension and writing skills
BEST raw scores are used for placement purposes in the NRS levels.
BEST SPLs are NOT the same as NRS levels. Students must be placed according to the
NRS guidelines.
36
The BEST can also be used to measure progress or achievement but both the Oral
Interview and Literacy Skills sections must be used to accomplish that. The two forms, B
and C are used for pre and post testing to measure student progress. (Note: A and D
tests are no longer in print.)
The BEST is scored holistically which, is what you do when you rate a movie on a scale of
one to three. The test manual provides numerous examples of how different types of
questions would be scored by trained BEST administrators, although it is required that
administrators receive some formal training.
Family Literacy
The Ohio Survey on Parent Involvement is the approved assessment for family literacy in
Ohio. The survey and directions for its administration can be found on the Ohio Literacy
Resource Center web site: http://literacy.kent.edu/opas/famlit.html
Workplace
TABE Workplace
Published by CTB McGraw-Hill
TABE Work F assesses reading, mathematics, and language skills within the context of
occupational categories. TABE Work P is a scaled performance assessment, which measures
problem-solving abilities within a workplace context.
MR/DD
CASAS Power
Published By CASAS
POWER is a new and innovative performance-based assessment and training system for adults
who have developmental disabilities. It was developed by the Comprehensive Adult Student
Assessment System (CASAS), a national research and development organization, in
coordination with Community Options, an employment agency with 14 programs. Both are
programs under the auspices of the Foundation for Educational Achievement.
37
Workplace Education Indicators Project
Assessment Grid
y Untimed
N
y
n
n
y
$149/25
y
N
y
n
y
y
$1.50-5.00ea.
Included
y
y
y
n
N
y
n
y
n
$121.75/25
Included
y
y
n
y
Y
y
y
n
y
$55/25
$35/100
n
y
n
y
Y
y
n
y
y
y
n
Problem Solving
y
n
n
y
n
Abilities
n
y
y
y
y
Mechanical
y
y
$33.60/
50
$79/50
Aptitude
CASAS
$25.20/10
Interest
y
y
Basic Skills
n
n
Answer sheet
n
y
Test
y
y
y
Answer sheet
COPSystem
N
y
Test
y
n
y
Computerized
y
n Oral--15 m.
Literacy--1 hr
n 50m
Standard Introduction
n 30m
y
y
y
Certified tester
y
n
Criterion-referenced
n
y
Measure
Norm-referenced
n
BEST
Consumable
Standardized
Bennett
Administer
y
Adult appropriate
y
Send to score
y c 2hr
Electronic
Paper/pencil
y
Type
Hand-scored
Test time
survey/complete
y
Multi-Level
Pre/Post Tests
y
Functional Level
AMES
Assessments
Grade Equivalent
Scoring
y
n
n
n
n
n
n
n
n
y
n
n
NA NA NA NA N NA
A
y
y
y y y y
y
n
n
n
y
y
COMPASS
y
y
n
n 70m
n
n
y
n
y
y
n
y
N
n
y
n
n
$3,875
Included
y
y
y
n
y
y
DAT
n
n
n
n 2hr 20m
y
y
y
y
y
y
n
y
N
y
n
n
y
$69.50/25
$36/50
y
n
y
y
n
n
FACT
y
n
y
n 2-40 min
y
y
n
n
y
y
y
n
N
y
n
y
y
$66/25
Included
y
n
y
y
y
y
FIT
y
n
n
y
y
n
n
y
y
y
n
N
y
n
y
n
$49/25
N/A
y
n
y
n
y
y
IRT
y
n
n
n 5-15 min.
(18 tests)
n 40m
y
y
y
n
y
y
y
n
N
y
n
n
y
$64/25
$44/25
y
n
n
n
y
n
PTI
y
n
y
n 25m
y
y
n
n
y
y
n
y
N
y
n
y
-
$70/25
Included
y
n
y
y
y
n
SAGE
y
n
n
n 4-5hr
y
y
y
n
y
n
y
n
N
y
y
y
y
$7,995
Included
y
y
y
n
y
y
SRA/Mech.
y
n
y
n 40m
y
y
n
n
y
y
n
y
N
y
n
y
-
$77/25
Included
n
n
y
y
y
n
TABE
y
y
y
y s 2hr c 4 1/2
y
y
y
n
y
y
y
n
N
y
y
n
y
$79/25
y
n
n
n
n
n
TABE Work F
y
y
y
n c 2hr
y
y
y
n
y
y
y
n
N
y
y
n
y
$78.65/25
y
n
n
n
n
n
TABE Work P
y
y
y
n c 1hr
y
y
y
n
y
y
y
n
N
y
n
n
y
$47.80/25
$27.85/
25
$27.45/
25
$12.15/25
n
n
n
n
n
y
TIA
y
n
y
n 20-30 min.
n
n
y
y
y
y
y
n
N
y
y
-
-
$3.00ea./100
Included
y
n
n
n
n
n
Wonderlic WBST
y
y
n
n 20m each
y
y
y
n
y
y
y
n
N
y
n
y
y
$97.50/25
Included
y
y
y
y
n
n
Wonderlic P
y
n
n
n 12m each
y
y
y
n
y
y
y
n
N
n
n
y
y
$124/25
Included
n
n
n
n
y
n
Working
y
n
n
y 30 min.
y
y
n
n
y
y
n
y
N
y
n
y
y
$3.50ea./100
Included
y
n
n
n
y
y
WorkKeys
y
n
y
y 40-45 min.
y
n
n
y
y
y
n
y
N
y
n
y
y
$3.25 + each
Included
y
n
y
y
y
y
WRAT-3
n
y
y
y 15-30m
y
y
y
n
y
y
y
n
N
y
n
y
y
$26/25
Included
y
n
n
n
n
n
39
Assessment Publishing Companies
AMES
Adult Measure of Essential Skills
Developed for Steck-Vaughn by the Riverside Publishing Company (Publisher of
the Iowa Tests of Basic Skills)
Steck-Vaughn
P.O. Box 690789
Orlando, FL 32819-0789
800-531-5015
http://www.steck-vaughn.com
Measures—adult basic skills, workplace competencies, and literacy levels.
Bennett
Bennett Mechanical Comprehension Test
Psychological Testing Corporation
Order Service Center
P.O. Box 839954
San Antonio, TX 78283-3954
800-211-8378
http://www.hbem.com
Measures--mechanical aptitude.
BEST
Center for Applied Linguistics
1118 22nd Street NW
Washington, DC 20037
http://www.cal.org/
CASAS
Comprehensive Adult Student Assessment System
CASAS
8910 Clairemont Mesa Blvd.
San Diego, CA 92123-1104
800-255-1036
http://www.casas.org
Measures—life skill competencies and SCANS competencies.
COPS/CAPS/COPES
EdiTS
P.O. Box 7234
San Diego, CA 92167
800-416-1666
http://career-lifeskills.com
COPS Career Occupational Preference System--Measures interests
CAPS Career Ability Placement Survey--Measures abilities
COPES Career Orientation Placement and Evaluation Survey--Measures values
39
COMPASS
Computerized Assessment – job analysis and classification
VALPAR International Corporation
P.O. Box 5767
Tucson, AZ 85703-5767
800-528-7070
http://www.valparint.com
Correlations—Eleven Department of Labor aptitudes
Measures—Department of Labor system of job analysis and classification and
measures an individual’s skills, knowledge, and abilities as they relate to job and
training programs.
DAT
Differential Aptitude Tests
Psychological Testing Corporation
Order Service Center
P.O. Box 839954
San Antonio, TX 78283-3954
800-211-8378
http://www.hbem.com
Measures—verbal reasoning, numerical reasoning, abstract reasoning,
perceptual speed and accuracy, mechanical reasoning, space relations, and
spelling and language usage.
FACT
Flanagan Aptitude Classification Test
London House Publisher
NCS
Workforce Development Group
Marketing Department
9701 W. Higgins Road
Rosemont, IL 60018-4720
800-627-7271
http://assessments.ncs.com
Correlations--SRA
Measures—occupational aptitude—precision, assembly, coordination, judgment
and comprehension, arithmetic, patterns.
FIT
Flannagan Industrial Test
See Above
IRT
Industrial Reading Test
Psychological Testing Corporation
Order Service Center
P.O. Box 839954
San Antonio, TX 78283-3954
800-211-8378
http://www.hbem.com
Measures—achievement and aptitude—reading on work-relevant topics.
40
PTI
Personnel Tests for Industry
Psychological Testing Corporation
Order Service Center
P.O. Box 839954
San Antonio, TX 78283-3954
800-211-8378
http://www.hbem.com
Measures—aptitude—wide-range assessment of mental abilities and an
individual’s comprehension of oral directions.
SAGE
System for Assessment and Group Evaluation
Train-Ease Corporation
PESCO
21 Paulding St.
Pleasantville, NY 10570
800-431-2016
Correlations—Eleven US Department of Labor Aptitudes
Measures—Vocational aptitudes—general, verbal, numerical, motor, eye-handfoot coordination, finger and manual dexterity, and color discrimination.
Abilities—GED components of reasoning, math, and language .
Interests—occupational exploration.
SRA/Mech.
Science Research Associates/Mechanical Concepts
London House Publisher
NCS
Workforce Development Group
Marketing Department
9701 W. Higgins Road
Rosemont, IL 60018-4720
800-627-7271
http://assessments.ncs.com
Measures—basic mechanical aptitude, ability to learn mechanical skills in
mechanical knowledge, space relations, and shop arithmetic.
TABE
Tests of Adult Basic Education
CTB McGraw Hill
CTB Order Service Center
P.O. Box 150
Monterey, CA 93942-0150
800-538-9547
http://www.ctb.com
Measures—achievement in reading vocabulary and comprehension; math
computation, concepts, and applications; and language mechanics, expression,
and spelling.
41
TABE Work F Work-Related Foundation Skills
Measures—assessment of adults’ reading, mathematics, and language skills
within the context of occupational categories.
TABE Work P Work-Related Problem Solving
Measures—scaled performance assessment that measures problem-solving
abilities within a workplace context.
TIA
Technology and Internet Assessment
H&H Publishing Company, Inc.
1231 Kapp Drive
Clearwater, FL 33765
800-366-4079
Fax: 727-442-2195
hhservice@hhpublishing.com or
http://www.hhpublishing.com
Measures--use of technology, specific computer skills, acquisition of technical
knowledge, basic internet knowledge, internet information skills, adapting to
technological change, impact of technology, and ethics in technology.
Wonderlic WBST and P
Western Psychological Services
12031 Wilshire Boulevard
Los Angeles, CA 90025-1251
800-648-8857
http://www.wonderlic.com
Wonderlic WBST
Wonderlic Basic Skills Test
Measures—work-related math and verbal skills
Wonderlic P
Wonderlic Personnel Test
Measures—aptitude—predicts job applicant’s ability to learn on the job,
understand directions, innovations, and routine tolerance—assessment
of general mental ability.
Working
H & H Publishing, Inc.
1231 Kapp Drive
Clearwater, FL 34625
800-366-4079
http://www.HHPublishing.com
Measures—assess SCANS competencies
WorkKeys
American College Testing (ACT)
2201 North Dodge Street
P.O. Box 168
Iowa City, IA 52243
888-399-9675
http://www.act.org/workkeys/
Measures—achievement--reading for information, applied mathematics,
listening, writing, locating information, applied technology, and teamwork.
42
WRAT
Wide Range Achievement Test
Jastak Associates, Inc.
P.O. Box 3410
Wilmington, Delaware 19804-0205
800-200-WRAT
http://www.widerange.com/wrat3.html
Measures—achievement—reading, spelling, and arithmetic.
Additional publisher information can be found in the O-PAS Manual, page 11.10
43
Assessment Process
Assessment is an integral part of any classroom. Alternative assessment tools allow the facilitator and
student to set and work through goals together. Assessment should be on going as it is a critical part
of learning and be included within the Monitoring Student Progress portion of the Student
Experience Model (SEM). Without assessment, students may be working through a variety of
meaningful activities, but they may not be asked to reflect on, and therefore evaluate, what they have
learned. Time should be set-aside on a regular basis for assessment to occur. Following are some tools
that may be adapted for use:
Goals
Initial assessment is an important component of any education program. The student has taken a big
step in seeking out education and coming to the Orientation. The student needs to be aware that he or
she has an active role to play in this class. The Registration Form gives the facilitator vital information
about the student that could help make the learning experience successful. The goal form and
Individual Learning Plan (ILP) give the students a chance to reflect on what they would really like to
get out of this class, what possible obstacles might prevent them from coming, and what they expect
from the facilitator. Students can fill out the forms during Orientation.
What Do I Want To Learn?
The student's goal(s) should be instrumental in planning the Individual Learning Plan. The student
should be actively determining what it is he/she wants to learn within the context of the ABLE class.
The ILP helps both the student and the instructor to plan the most meaningful education to meet the
goal(s).
Student / Teacher Agreement
Students need to be aware, during Orientation, that the class they are about to take will use a variety
of teaching methods and address various learning styles in the classroom. Students should have a
clear understanding of what is expected of them and what they can expect from the
instructor/instruction. After the class has discussed and checked what they would like to learn, both
students and the teacher can negotiate the parameters of the course by using the Learner / Teacher
Agreement.
What Do You Already Know?
Adult students bring a vast array of experiences, learning styles, information, misconceptions, and
general knowledge with them to the ABLE classroom. Students have knowledge and sometimes do
not realize or value the knowledge they already possess. One of the keys to assisting adult students is
to assess to determine a starting point, but another key is to determine some of the other information
that may not be tested on a standardized test or learning style inventory. Orientation and informal
discussions in class are great opportunities for the instructor to gather this information. Other ways to
determine what students already know about a specific topic is test specifically for that topic, ask
them what they know, and use informal assessments that can take the form of games or activities.
What Have I Learned?
Once instruction has taken place, it is important to determine what has been learned (Monitoring
Student Progress). The portfolio helps this process by keeping track of the student's work over time.
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This collection of student work helps the student see the progress he/she has made. Obviously,
standardized tests and other tests can be used, as well.
Ongoing Assessment
The Monitoring Student Progress portion of the SEM is crucial to the ABLE classroom. Without this
information, instructors do not know what the student has learned, what he/she still needs to learn,
and what the instructor needs to do differently for more meaningful learning to take place. On going
assessment is another evaluation tool that is for both the student and the instructor's benefit. This
periodic checking also gives students a chance to provide feedback about each activity after it has
been completed. Within the portfolio system, students can comment on how they felt about the
activity or what they gained from it.
Learner Criteria Checklist--Documentation Logs
Students can use the Documentation Logs to assess a variety of skill areas. The skill that is being
assessed is checked and the evidence is placed with the log. Again, the student can see the progress
he/she is making toward his/her goal.
The Daily Experience Chart
Another tool that could be used and place in the portfolio is the Daily Experience Chart. This chart
provides ongoing assessment and can be adapted for a variety of purposes. Using the 1-10 rating
chart, students can rate their progress in the class, their perceived learning, their attentiveness, their
participation, their moods, their self-esteem, the facilitator, or the class as a whole on a daily basis.
Students can color in the charts and make daily notes about specific good or bad events which
influenced their day. Facilitators can review the daily and weekly charts to better understand learners
they were unable to work with or who have difficulty verbalizing their needs.
Evaluation of this Class
This assessment tool should be used by students at the end of the class. The evaluation will probably
be designed specifically for the ABLE program, but it could be specific to each class, as well. Students
can review their personal goals and commitments which they made at the onset of the course. They
can review their goal forms and ILPs, and review their portfolios.
Reflecting on all of this information allows students an understanding of what they have gained in
this class, as well as encourages them to give suggestions for a more successful course. Students might
also think about what and how they could teach another person something that they gained from the
course.
Adapted from McLaughlin, Patti. Enhancing Self-Awareness: As Affective Skills Curriculum.
Washington: ABLE Network of Washington, 1993.
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Methods of Monitoring Student Progress
Observing Students
Teachers can observe students and take notes while asking questions such as:
• What are the student’s strengths and weaknesses in learning to
read and write?
• What kinds of lessons or materials seem to work?
• How well does the student respond to questions?
• What kinds of behaviors does the student display when reading
silently? When reading aloud?
• What does the student think reading is?
• What strategies does the student use to make meaning from text?
Interviewing Students
Teachers can interview students to find out about their reading and writing processes
by asking questions such as:
• What do you do when you pick up a textbook to read? How is that different
from what you do when you read the phone book?
• What do you do to plan your writing when you write a paper?
• What do you do when you are reading and you come to a word that you don’t
know?
Teachers can find out about their students’ attitudes about literacy and reading and
writing habits by asking question such as:
• Do you ever read in your spare time?
• Do you enjoy reading?
• What do you enjoy reading about?
• How many books do you own?
• Do you have any subscription to any magazines or to the newspaper?
• What kinds of reading do you do on a daily basis?
• What kinds of reading do you do?
• How do you feel about writing? Is it easy or difficult for you to write?
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Creating Check Lists
Teachers can create checklists to assess student attributes
or behaviors while engaging in reading and writing.
These checklists can have items such as:
• Student takes notes while reading.
• Student uses his / her finger to point to the
words on a page.
• Student becomes frustrated when he / she
comes to an unknown word.
• Student brings children’s books to class to
read.
• Student rarely talks in class.
• Student shows evidence of planning before beginning to write.
Creating Portfolios
Teachers and students can create portfolios of student work. Representative examples
of the work are placed in the portfolio, as well as teacher observation, and other
products developed by the student. Key questions to ask when determining what to
include:
• Does (or will) this example show student progress?
• Is this example representative of the student’s work?
• Does this example relate to the student’s goals?
• Does this entry accurately portray the student?
For required elements of the student portfolio for the Uniform Portfolio System (UPS),
reference OPAS Manual, page 4.6.
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Using Student Self-Assessment
Teachers can direct the student in the use of self-assessment to measure progress. Selfassessments can be tied to student goals and to teaching objectives. Key components:
•
•
•
Student goals
Teaching objectives
Student checklists or journal entries
Self-Assessment Tools
Self-assessment is an integral part of monitoring student progress. A self-assessment tool
should include:
Skills and Interests
• Learners identify their own level of skill.
• Learners identify their goals, interests, and priorities.
• Learners prioritize the goals and skills they wish to address.
Preferred Learning Styles
• Learners identify their own preferred learning styles.
Barriers
• Learners identify barriers to learning.
• Learners identify barriers to attending class.
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