This document describes five different assessment tools: anecdotal records, checklists, rating scales, rubrics, and learning logs. It provides the characteristics and the teacher's role for each tool. Anecdotal records are short narratives describing a student's behavior in context. Checklists are lists of behaviors or expectations that are checked off as observed. Rating scales use a numeric scale to assess performance. Rubrics describe levels of achievement using qualitative descriptions. Learning logs are records by students of their work on a task or assignment.

2. •Anecdotal record
•Checklist
•Rating scale
•Rubric
•Learning log

3. • Is a short narrative describing both a
behavior and the context in which the
behavior occurred

5. Characteristics
• Provides rich portraits of an individual student’s
achievement
• Records observations which have special significance
• May appear unstructured
• Records information with a certain form
• Shows information collected over time
• Provides a mechanism to recognize patterns of student
growth
• Often used to document a student’s behavior for later
reference

6. TEACHER’S ROLE
• Pre-plans general format of the form
• States in clear, concise language exactly what
is observed
• Record information
• Records incidents with a purpose
• Establishes a systematic procedure for
collecting records on all students

7. • List of actions or descriptions that a
rater checks off as the particular
behavior or expectation is observed

8. Characteristics
• Provides list of key attitudes of good performance that are
checked as either present or absent
• Quick and useful with large number of criteria
• Includes specific concepts, skills, processes and attitudes which
are to be assessed
• Diagnostic, reusable and capable of charting the student
progress
• Useful for diagnosing an individual student’s strengths and
weaknesses
• Usually uses a check mark which is placed in the appropriate
space on the checklist form to indicate that it has occurred
• Useful for students in self and peer assessment

9. TEACHER’S ROLE
• Observes, judges the students
• Records the occurrence of the skill, behavior,
concept, process, and attitude on the checklist
• Does not evaluate the quality of work
• Should make a sufficient number of
observations about the student before an
evaluative judgment is applied

10. • Simple
tool
for
assessing
performance on a several-point
scale ranging from low to high.

11. CHARACTERISTICS
• Provides a scale or range of responses for
each item that the teacher is assessing
• Can be analytic or holistic

12. TEACHER’S ROLE
• Uses a scale to describe the student
• Makes decisions about the student’s work

13. • Series of statement describing a range of
levels of achievement of a process,
product or a performance

15. CHARACTERISTICS
• Consists of several description
• Addresses several qualities simultaneously
within the same scale and at different levels
• Uses the same set of variables to judge at
each level of rating

16. TEACHER’S ROLE
• Selects which of the descriptions come closest
to the student’s performance

17. • An ongoing record by the student of what
she/he does while working on a particular
task or assignment

18. CHARACTERISTICS
• Useful tool if students are working on a
project which stretches over several days or
even weeks
• Can provide a helpful focus for discussion
during a conference
• Provides
unlimited
opportunities
for
individualized reading and writing on a
consistent basis

19. TEACHER’S ROLE
• Provides the guidelines for the maintenance
of learning log
• Provides regular feedback to the students