Assessing both the product and process
We can assess learners while they are (to name few):
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acting answering assessing calculating collecting composing computing co-ordinating copying designing discussing |
drafting drawing evaluating experimenting illustrating interviewing investigating listening making mapping map reading |
measuring modelling observing performing planning pretending problem-solving questioning reading recalling researching |
reviewing role-playing selecting surveying singing talking translating watching writing |
We do not only assess what learners write or remember. We can assess the following kinds of output (once again, to name just a few):
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Written
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Spoken/Heard
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Visual
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story letter report diary reflective journal logbook essay questionnaire newspaper notes website lyrics programme |
oral drama role-play conversation interview discussion debate radio programme music |
picture poster painting collage chart graph decoration photograph video model sculpture |
What we assess is closely linked with how we assess. Continuous assessment and integrated assessment all serve to make us much more aware that assessment is not something tagged onto the end of a unit of study. We should be aware of the many processes and products of learning, as well as the need to include varied assessments that accommodate the different intelligences we typically find in our learners. This all affects the methods of assessment we could use.
In this activity we will be focusing on what we assess.
It is important that learning experiences in the classroom be assessed in an authentic manner. The traditional grading of papers still has a legitimate place …but should not be the sole means of assessing. Rather, continuous assessment should mirror instruction and be interwoven with it. Evaluation is vital for a clear, reliable picture of how students are progressing and how well the methods of instruction address students' needs.
Saskatchewan Education. (1997).
English Language Arts 10: A Curriculum Guide for the Secondary Level.
The following extract from the Saskatchewan Curriculum Guide uses the example of writing and illustrates how dialogue and reflection help learners and teachers to continuously assess the process of writing, before the final written product is produced. In the following extract, notice the role that reflection takes in the process assessment.
Click here to read the extract on process assessment for writing.
Although this example refers to language and writing, remember that writing is a cross-curricular skill. However, it should be possible for you to understand there are many aspects of a process in any learning area that can be treated in a similar way. As opposed to process, one can also identify aspects of assessment of a product. Let us follow the writing example through by looking at another extract from the same curriculum guide. In the following extract, notice how formative a product assessment can be and also how the use of clearly-expressed criteria can assist with good feedback even when scoring is used.
Click here to read the extract on product assessment of writing.
There are many instances of assessment throughout the learning process. Group work, for instance, involves many processes while the group is working towards developing a product. This provides opportunities for the group to assess itself (peer- and self-assessment) while the teacher can help the members of the group develop their group and social skills through constant monitoring and feedback.
Tools such as project narratives can be used for the learners to capture evidence of the process of their thinking and discussion as a group or as individuals. Click here to see an example of a project narrative template (Word document).
