Planning for the Collection of Evidence

  1. As they thought about learning activities (the middle column in the planning guide shown here) Jose encourage his students to think concurrently about assessment activities (the right hand column). Assessment activities provide some kind of evidence or "proof" of what has been learned (deciding on these is Step 4 in the teaching and learning cycle). 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 students completing a worksheet and discussing their answers; or even more structured, as in the case of the use of a carefully developed rubric, a learning portfolio, or a written quiz. In order to be considered as evidence an observation needs to be documented in some way. In this case the students decided that they would be producing a good deal of "evidence" as part of the process. Among others, these would include: a list of sources they would consult, a set of questions they would develop to guide their research about jobs at the worksite, a list of possible strategies they might use to identify and evaluate sources of information and a final summary and presentation of research they would conduct in small groups.
  2. A last but equally 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. Since Jose's students were fairly advanced in their research skills, he felt they would be able to help evaluate the effectiveness of their own inquiry processes to see how well they had met their goal and how proficiently they had mastered the Standard. In this case, Jose felt it was appropriate to make judicious use of students' native language. The class decided that when they completed learning logs interpreting and evaluating what they had learned and discussing next steps, they would do so both in English and in Spanish (Steps 7 and 8). Jose also kept his own notes and interpretations of learner progress on the Standard. He planned to share this information and discuss his own observations later in the semester when individual review sessions were planned.

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.

How will we show we know it? What evidence will we have? How will we interpret the evidence?
How to know if adequate information has been gathered about the jobs (ALL KSS Bullets, Fluency, Independence). 

Ask students to reflect in their logs regarding teh effectiveness of their research adn next steps they might take individually with respect to applying for a new job or preparing to do so sometime in the future. (7)

As a large group discuss what the class has learned from this process about doing research in general and what they would still like to learn.

Discuss next steps for using the research they have collected (such as developing certain English language skills or finding out how to get access to specialized training sessions on the job).

valign="top"Students log evaluating the relevance of the research and progress on the standard

Teacher observation

Teacher conferences with students using checklist based on level 4 indicators

Next -->