Planning for the Collection of Evidence

  1. As you think about learning activities (the middle column in the planning guide shown here) you should also be thinking concurrently about assessment activities (the right hand column). Assessment activities provide some kind of evidence or “proof” of what has been learned. The proof may be some kind of teacher or peer observation. These may be unstructured, as in the case of a teacher simply jotting down notes; a bit more structured, as in the case of the use of the RWU Guide and Diary; or even more structured, as in the case of the use of a carefully developed rubric and performance task. In order to be counted as evidence an observation needs to be documented in some way. In the example we just described both the teacher observation log and the RWU Diary provide documentation of student learning.

  2. Another important part of the assessment process involves deciding on how you will interpret the evidence. This means using specific criteria to evaluate how well the student can perform the activity. Laura is looking to see how proficiently students have mastered certain skills and strategies related to alphabetics, vocabulary development, fluency, and reading comprehension. She measures progress against an observation checklist she has developed. The Reading Strategies list in the Tools section of the toolkit and other information she learned in workshops sponsored by the Partnership for Reading helped her to formulate a checklist that meets her needs.

At the end of the activity Laura also makes sure to spend a short bit of time having students reflect on what they have learned and plan for what they would like to work on next.

How will we show we know it? What evidence will we have? How will we interpret the evidence?
Read with Understanding Diary

Teacher observation log

Completed diary entries

Teacher notes using checklist of reading elements and strategies

Teacher observation log

Student self reflection

If you would like to learn more about collecting and interpreting evidence of learning, go to Section 1 of Improving Performance, Reporting Results: The Guide to Using the EFF Read with Understanding Assessment Prototype.

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