Assessment Package 1: HOW TO COLLECT AND RECORD
Primary Literacy Programme – Reading (KS1)Assessment Package 1:HOW TO COLLECT AND RECORDASSESSMENT INFORMATION(FOR READING)(WITH A FOCUS ON FORMATIVE IN-CLASS STRATEGIES)2006-07 NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
Native-speaking English Teacher SectionCurriculum Development InstituteEducation and Manpower Bureau (EMB)Hong Kong Special Administrative Region (HKSAR)Published edition EMB, HKSAR Publishing 2006Second edition, revised and expanded, November 2006First published August 2005Duplication of pages of the publication is restricted to non-profit makingeducational purposes only and proper acknowledgements should be made. Otherwise,no part of this publication may be produced, stored in a retrieval system ortransmitted in any form or by any means without the prior permission of the HongKong Special Administrative Region.ISBN - NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)Table of Contents and Instructions For UseASSESSMENT PACKAGE 1:HOW TO COLLECT AND RECORD ASSESSMENTINFORMATION FOR READINGTable of ContentsInstructions for using this packageAcknowledgementsIntroduction to this package1.Observation and teacher talk2.Formative feedback3.Student self-assessment4.Modelling assessment expectations5.Assessment tools for collecting and recording6.Assessing individuals in groupsa) Classroom organisationb) Assessment strategies for small groups7.Assessing individuals one-on-onea) Classroom organisation and strategiesb) Example of a one-on-one procedure8.Using worksheets to assess studentsa) Help! What do I do with these worksheets?b) Criteria for assessing worksheetsc) Frequent answers for rarely-asked questions9.Making an assessment plan10. What to do with assessment informationa) Using assessment data to inform planningb) Sample planning meeting record (PMI)c) Planning for different learning needs11. Archiving assessment information NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)Table of Contents and Instructions For UseInstructions for Using This PackageThis package contains many pages with photographs. They are best reproduceddirectly from a printer rather than being photocopied from a print-out.Advisory teachers may use this package in any way that suits the needs of theteachers with whom they are working, for example: A whole workshop can be developed using this package. Individual pages may be used in a meeting or casual conversation tosupport a main idea. The pages may be used to support activities in a workshop. Pages may be used to design peer-coaching or trial lessons. Pages may be used to stimulate conversation and thinking. The package may be reproduced as a book for the non-profit purpose ofteaching reading in EMB HKSAR-sponsored schools.AcknowledgementsPhotographic contributions:The NET Section would like to thank the following schools for their contributionto this package: Canossa Primary School Wong Tai Sin CCC Kei Kok Primary School Christian Alliance H C Chan Primary School Faith Lutheran Primary School Ho Chak Wan Primary School Lai Chi Kok Catholic Primary School Ling Liang Church Sau Tak Primary School Sau Mau Ping Catholic Primary School Sung Tak Wong Kin Sheung Memorial School Tai Koo Primary School Tsing Yi Estate Ho Chak Wan Primary SchoolDevelopment team:This package was developed by Michele Davis and Joan Mackin, with satiricalillustrations by Dave Bartlett, Advisory Teaching Team, NET Scheme, CDI, EMB,HKSAR, 2005-2007. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)Introduction to this PackageINTRODUCTION TO THIS PACKAGEThe PLP-R (KS1) emphasises the important role of formative assessment inthe teaching of reading. When we collect information about students’learning progress, we can see how students are progressing, then planfuture teaching strategies and learning activities based on this information.In the Hong Kong English Language Education Curriculum Guide (2004) thisis called “Assessment for Learning”.The following diagram from the PLP-R (KS1) Teacher Manual (2006-07)describes how teachers collect, organise, analyse and act on assessmentinformation about their students.Formative Assessment Cycle1. Teach6. Analyse and useassessment information2. Observe(watch and listen)5. Record assessmentinformation3. Question(seek, probe, prompt)This package4. FormativefeedbackAssessment Package 1:Observing and identifyingstudents’ needs (with a focuson in-class strategies)Provides ideas for teachers on how tocollect and record assessmentinformation, and give feedback, aboutstudents’ learning in reading (seediagram boxes 1-5 above). Emphasis is onclassroom management and teachingstrategies.Assessment Package 2:Using portfolios and profilesto assess readingFocuses on what to do with assessmentdata that has been gathered andrecorded in Portfolios and Profiles (seediagram boxes 5, 6 and 1 above).It describes practical and successfulPortfolio and Profiles strategies used byHong Kong teachers in PLP-R schools. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1) NET SECTION, EMB, HKSARGIntroduction to this PackageAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)1. Observation and Teacher Talk1. OBSERVATION AND TEACHER TALKFormative assessment starts with:Observation and Teacher Talk Watching and listening Asking effective questions Giving useful feedbackEffective QuestionsEffective questionsinform ourobservations.1. Can youread this tome?Use them to: seek what a studentknows or can do probe for moreinformation, go deeper prompt (help) toencourage thinking andrisk taking.Always encourage / praise. NET SECTION, EMB, HKSARG2. Can thepicturehelp?4. Goodtry.3. Whichsound doesthe wordstart with?Assessment Workshop 1 – How to Collect and Record Assessment Information
PLP-R (KS1)1. Observation and Teacher TalkTeacher Talk in Whole Class Question all the time. Modify accordingto the student. Make the most ofopportunities.1. Bonnie, canyou point tothe picture ofthe dog?2. Now,Bonnie,find theword ‘dog’4. Goodreading.In this situation, the teacherhas planned to ask questions 1and 2. She has chosen Bonniebecause she does not know ifBonnie can do the reading skills“relate pictures to words” and“understands readingterminology (‘word’ and‘picture’).When Bonnie cannot find theword ‘dog’, the teacher does nottell her the answer and doesnot give up. She prompts Bonniewith the letter sound. If Bonniecontinued to have trouble, theteacher could point to the partof the page where the word‘dog’ is; or the teacher mightpoint to the word ‘dog’ and askBonnie to point to the letter ‘d’.If you have a student withmore ability, you will ask morechallenging questions thatinclude probing. Ensure youinclude students of all abilities.3. Can’t findthe word? Itstarts withthe sound ‘d’.Teacher Talk in Small GroupsUse group activitytime to assessstudents by askingquestions.Henry, on yourworksheet, find aword that startswith the ‘m’ sound.Tong, pleasefind your wordlist. Whichwords can youread to me?Once you have your classroom management working wellin the Reading Room, it is important that you move fromsupervising students to asking them questions and givingfeedback (interacting). It’s also a good way to check forcopying.Often there is quite a lot of reading in an activity. Forexample: if the teacher has asked the students tosequence sentences, there may be reading as much textas in the book. NET SECTION, EMB, HKSARGAssessment Workshop 1 – How to Collect and Record Assessment Information
PLP-R (KS1)2. Formative Feedback2. Formative FeedbackFormative feedback provides students with helpful information about theirlearning. This helps students “learn to learn”.Feedback should describe where and why a child is succeeding in something,as well as offer advice to assist weaker areas of learning.Examples U DoesNOT providefeedbackDOES provide feedbackI like how youare listening tome.That’s not howyou do it.That’s good, theway you tried tosound out thatword.Good try! Nowsay it likethis You know most ofyour words. Whichones do you nowneed to learn?Good.No.Goodboy.Please do thisagaincorrectly.That’s wrong.This word is notright. How canyou check thespelling of thatword?Look at the word again.What sound does itstart with? Is that whatyou wrote / said? NET SECTION, EMB, HKSARGAssessment Workshop 1 – How to Collect and Record Assessment Information
PLP-R (KS1)2. Formative FeedbackFormative feedback is timely simple informative specific empowering developmental achievable by student relevantoffered to individuals,groups and whole classHow and when to use formative feedbackThat’s great!You arereading everynight. Here’sa stamp.No. That’s notthe firstTigers Group, yousound Yes,used more Englishgood try. Thein activitiesword does starttoday. You get awith the ‘m’point. How cansound.Photos:KeepChristian Alliance H C Chan Primary School, Faith Lutheran, Ho Chak Wan Primary School, Sung Tak Wong Kinyou get moreSheung Memorial School and Tsing Yi Estate Ho Chak Wan Primary School.going points? NET SECTION, EMB, HKSARGAssessment Workshop 1 – How to Collect and Record Assessment Information
PLP-R (KS1)3. Student Self-assessment3. STUDENT SELF-ASSESSMENTI am a good reader bookletTeachers can encouragestudents to reflect on theirreading progress by makinguse of a small booklet.Students record when theyread or demonstrate aparticular Reading Skill.‘I can do’ listsTeachers can givestudents opportunities toreflect on what they cando e.g. student can colourin the words they canread, after saying them tothe teacher. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)3. Student Self-assessmentSelf-assessment with stickersTeachers often givestickers to students as areward for achievement oreffort. What about givingthe stickers to the studentsto assess themselves? e.g.Students can tell theteacher or a partner whatthey like about their workor which piece of work theyprefer or where they madea special effort and awardthemselves a sticker.Other self-assessment examplesStudents can be givenopportunities to assessthemselves and give feedbackto peers e.g. Complete a self-assessment or a peerassessment sheet.See a range of samples in PLP-R (KS1) inAssessment Pack 2: Portfolios and Profiles. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)4. Modelling Assessment Expectations4. MODELLING ASSESSMENT EXPECTATIONSWhen assessing students, it is important that they know what you arelooking for. Otherwise they may not perform as you want. One way toensure a child knows what to do is to model what you WANT THEM TO DO.Examples:1. Model word attack skills whenyou are reading a big book to theclass e.g. cover the word, revealthe first sound, then the nextsound, and so on, to sound out theword.Ask a child to attack a word in asimilar way.2. Model how to find a wordbeginning with a given sound e.g.“I will find a word beginningwith the sound ‘p’. Now you findme a word beginning with thesound ‘d’.”3. Ask a child to matchpictures and words. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1) NET SECTION, EMB, HKSARG4. Modelling Assessment ExpectationsAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)5. Assessment Tools for Collecting and Recording5. ASSESSMENT TOOLS FOR COLLECTINGAND RECORDINGWhen assessment information is collected it should be recorded onassessment tools that are manageable to use and easy to analyse later.The most common assessment tools used in the PLP-R are listed below.Once assessment information is recorded, the informationneeds to be analysed for patterns of learning (individual,small group, whole class). At important points in time,conclusions about learning should be recorded on the ClassReading Skills Profile. This allows formative assessment tobecome summative.PLP-R Assessment ToolsObservation ChecklistsWhere to locate these tools in PLP-Rmaterials Units of Work Samples in this package (overpage) Assessment Pack 2: Using Portfolios andProfiles to Assess ReadingStudent Record Sheets Units of Work Samples in this package (overpage) Assessment Code at thebottom of worksheetsAssessment Pack 2: Using Portfolios andProfiles to Assess Reading Units of Work worksheets Samples in this package (see 8b and 10c)Anecdotal Records Sample in this package (overpage)Class Unit Checklist Units of Work Matching Students to Book LevelsRecord Sheet formatching students tobook levelsRunning Record Sheetworkshop materials Assessment for Guided Readingworkshop materialsReading Skills Profile PLP-R (KS1) Teacher Manual Assessment Pack 2: Using Portfolios andProfiles to Assess ReadingSamples of some of these assessment tools are shown overpage. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)5. Assessment Tools for Collecting and RecordingSample observation checklistSimilar to the Class Unit Checklists in the Units of Work, the following checklistfor a group of up to 10 students makes observation and recording manageablewhen assessing students in one-on-one and small group situations:Reading Skills – Sleepy ZooBegins to develop receptive languageShares personal responsesScans cover and text for informationRelates pictures to wordsSentences are made up ofwordsSome key words in familiartextSome high frequency wordsAs students read:Recognises Some initial sounds inwordsTurns page correctlyKnowsbookconventions Holds book the right wayillustratorRecognisessomereadingterminology AuthorIndepen-dentBookLevelCover, titleStudent1.2.3.4.5.6.7.8.9.10.11.12. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)5. Assessment Tools for Collecting and RecordingSample Anecdotal RecordReading ObservationsName:Tommy ChiuClass:1BDateAnecdotes12 Oct 2006No confidence with book e.g. won’t turn pages byhimself.13 Feb 2007Likes non-fiction books for Home Reading.Sample Student Record SheetsI can read high frequency wordsStudent RecordSheet Sample 1Name: .Class: Term: Colour the words you can atbethis havenoorlikehadbycome NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)5. Assessment Tools for Collecting and RecordingLetter sounds and namesStudent Record SheetSample 2Name:Class:Say letter name and letter sound.LowercaselettersCapitallettersaDate:Give a word leComments NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)5. Assessment Tools for Collecting and RecordingI can read new wordsName: .StudentClass: Date: .Record SheetSample 3I point to the words.My dog is black.I look at the first letter.I look at the picture.d ogdogd–o–gI sound out the word.I find a small word in a big word.I read on and come back.I guess.I tryagain.big gerMy .?. is black.My dog is black.? ? ? ?X NET SECTION, EMB, HKSARG?I checkthe wordwall.Assessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1) NET SECTION, EMB, HKSARG5. Assessment Tools for Collecting and RecordingAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)6a. Assessing Individuals in Groups – Classroom Organisation6. ASSESSING INDIVIDUALS IN GROUPS6a. Classroom organisationIt is important that the Teacher/s and Classroom Assistant are allocated togroups in ways which: maximise opportunities to supervise student on-task behaviour maximise opportunities to assess, give feedback and teach ‘in themoment’.Group 1Teacher1Group 2Teacher 1Group 3Group 4Teacher 2Teacher 2Half classandTeacher 1Half classandTeacher 2 NET SECTION, EMB, HKSARGTeacher 1 and Teacher 2circulate between thetarget students (e.g. thosewith suspected learningdifficulties) and assessstudents on a focusReading Skill. Tick on thechecklist.Teachers work with halfthe class, e.g. read a bigbook or do a sequencingactivity with sentencecards. Ask individuals tocomplete a task ordemonstrate a skill. Tickon checklist.Assessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1) NET SECTION, EMB, HKSARG6a. Assessing Individuals in Groups – Classroom OrganisationAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)6b. Assessing Individuals in Groups – Assessment Strategies for Small Groups6. ASSESSING INDIVIDUALS IN GROUPS6b. Assessment strategies for small groupsTeacher 1Teacher assesses thefront row of students.Teacher 2Teacher uses flash cards withthe whole class and theClassroom Assistant assessesone row of students for theirresponses. The students in therow being assessed are rotatedeach session. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)6b. Assessing Individuals in Groups – Assessment Strategies for Small GroupsGroup 1T1Group 2T2Group 3Group 3T2T2Teacher 1 teaches focus ReadingSkills and assesses individuals asthey learn. Teacher 2 orClassroom Assistant monitorsthe remaining groups andcompletes some assessment ifrealistic.Teacher asks a studentin the group to readspecified words in a textand read the words.While students are working in agroup, the teacher can check astudent’s understanding, e.g.Relates pictures to words. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7a. Assessing Individuals One-On-One – Classroom Organisation and Strategies7. ASSESSING INDIVIDUALS ONE-ON-ONE7a. Classroom organisation and strategiesWith a number of teachers and / or a Classroom Assistant, arrangements can beplanned to create opportunities to collect and record assessment information such as: Reading Skill/s e.g. Follows text from top to bottom, left to right reading strategies (e.g. sounds out the word, uses picture clues, reads on) reading accuracy (e.g. % of words read correctly) reading comprehension (e.g. low and high level questioning)Withdrawal of small group of individuals from whole classWhole classT2 and CATeacher 1 and small groupTeacher 2 and ClassroomAssistant work with thewhole class while Teacher 1assesses individuals in asmall group on a focusReading Skill or Strategy.Use flash cards to assess HighFrequency Words or model aReading Skill e.g. Imitatespronunciation and intonation whenreading familiar texts; Uses initialletter sound. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7a. Assessing Individuals One-On-One – Classroom Organisation and StrategiesIndividual withdrawal from whole classWhole classT1 and CATeacher 1 and ClassroomAssistant work with thewhole class, whileTeacher 2 assesses anindividual student.Teacher 2 and one studentThe teacher or CAassesses an individualstudent on selectedkey words and HighFrequency Words.Make use of the word wallestablished in your ReadingRoom. Ask individualstudents to read selectedHigh Frequency Words andassess. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7a. Assessing Individuals One-On-One – Classroom Organisation and StrategiesIndividual withdrawal from small groupGroup 1T1Group 2T1Group 3CAGroup 4CAWhile Teacher 1 and theClassroom Assistant areworking with groups 1 to 4,Teacher 2 assessesindividual students for aspecific purpose e.g.matching students to abook level.Teacher 2 and one studentThe teacher listens to achild read and assesseshis reading level. OtherReading Skills that mightbe assessed during thisTeacher assessestime, include Holds thestudents in a smallbook up the right way;group.Turns pages correctly Student demonstrates theReading Skill, Identifies someletter / sound relationshipsthrough the use of phonic fans.The teacher assesses individualstudents and takes note ofstudents who require help. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7a. Assessing Individuals One-On-One – Classroom Organisation and StrategiesTeachers circulate small groups observe individualsTeacher 1,Teacher 2and ClassroomAssistant work withassigned groups 1 to 4.They circulate aroundtheir assigned group/sand individuals andassess.Group 1T1Group 3T2Group 2T1Group 4CAThe teacher models aReading Skill and asksa student todemonstrate the sameskill. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7b. Assessing Individuals One-On-One – Examples of a One-On-One Procedure7. ASSESSING INDIVIDUALS ONE-ON-ONE7b. Example of a one-on-one procedureWhen you have the opportunity to sit in a one-on-one situation with astudent, you can use this opportunity to gather information you may notfind during other activities.The following examples relate to theLevel 1 Reading Skills Checklistopposite. Teachers can do one ormore of such tests.After the student does any of thetests, tick or date what he/she can doon the checklist. This checklistcould be the class profile.Preferably do the ticking ordating after the readingso as not to intimidatethe student.1. Understanding basicconventions of reading:Ask a student to read for you: Offer the book sideways — Holdsbook up the right way. Ask them to point to the cover andthe title (and illustrator and authorif taught) — Recognises somereading terminology. Note if he/she places the book inthe correct position — Holds book upright way; Follows text from When students start reading, tellthem they can turn the pagesthemselves — Turns pages correctly. Record skills on checklist. NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7b. Assessing Individuals One-On-One – Examples of a One-On-One Procedure2. Looking at pictures and words: Read title to the student. Askchild to discuss the cover or pointto a picture related to the title —Relates pictures to words; Scanscover and text for information. And/or Ask student to share ideasabout the cover based on pictures andtitle — Relates pictures to words;Scans cover and text forinformation; Shares personalresponses about text. And/or Ask child to open to a picturethey like in book and discuss —Shares personal responses abouttext; Relates pictures to words. And/or Ask child to point to aword that matches a picture youpoint to — Relates pictures towords. Record skills on checklist.3. Beginning to developreceptive language: NET SECTION, EMB, HKSARG During any one-on-onesituation for teaching orassessment, note if thestudent understands whatyou asked him/her to do. “Begins” to “develop” meansthe child does not have tohave a strong understandingof English, but is gettingthe main message of yourinstructions. Record this skill on thechecklist.Assessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)7b. Assessing Individuals One-On-One – Examples of a One-On-One Procedure4. Recognising initial sounds: Use the sheet opposite. Have aclean copy for student to use.Record on a second copy for thestudent’s portfolio (e.g. write thedate on known sounds). Hide the words. Ask student tosay each letter sound —Recognises some initial sounds. Reveal the words. Ask student topoint to words that start withgiven letter sound — Recognisessome initial sounds in words. Ask student to read or point toone or two words for each sound— Recognises some initial soundsin words.5. Recognising high frequency words: Use sheet opposite to recordstudent’s responses. Keep inthe student’s portfolio. Use a clean sheet or flash cardsand ask children to read thewords — Recognises some highfrequency words.Date those words that thestudent reads correctly. 6. Recognising some key words infamiliar text: Do as above using key wordsrelated to the class focusreading book — Recognisessome key words in familiartext and Or ask student to point to orread key words in the text ofthe actual book — Recognisessome key words in familiartext and NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1) NET SECTION, EMB, HKSARG7b. Assessing Individuals One-On-One – Examples of a One-On-One ProcedureAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)8a. Using Worksheets to Assess Students. Help 8. USING WORKSHEETS TO ASSESS STUDENTS8a. Help! What do I do with theseworksheets?1324658109 NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information7
PLP-R (KS1)8a. Using Worksheets to Assess Students. Help 111312141516 NET SECTION, EMB, HKSARGAssessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)8b. Using Worksheets to Assess Students – Criteria for 8. USING WORKSHEETS TO ASSESS STUDENTS8b. Criteria for assessing worksheetsWhen marking worksheet from a Unit of Work, the reading skills are listed atthe bottom of the worksheet. This focuses the teacher on what to mark. It alsoensures consistency in marking many students. Various marking criteria in theform of codes can be added to the worksheet, as seen in the samples thatfollow:Activity: Ben’s Bath, Session 4Reading skill: Match words to picturesCompleted the task:( )AloneSample 1: worksheet and codeName: Cheng Xin Class: 2CMatch the words to the picturesWith a partnerGroup workWith support( )Unable to complete the taskComment:Signed:Name: Cheng XinbathgoatSample 2: worksheet and codeDate: 21st January 2006boygreengirlboatbatTask: Colour the ‘b’ words blue andthe ‘g’ words greenCheng Xin can . Recognise someinitial sounds in words ‘b’ and ‘g’bgameBenfrogClass: 2cColour the ‘b’ words blue and the ‘g’ words green.blueduckbaggorillabikebrush NET SECTION, EMB, HKSARGgoes3g3Completed the task:Alone 3bangWith a partnerGroup workWith supportUnable to complete the taskTeacher signature:Assessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)8b. Using Worksheets to Assess Students – Criteria for Name:Class:Various codes forthis worksheetsBen’s BathCut out the sentences and put in the correct order.In goes the duck.Sample 3Name:Ben has a bath.PhIn goes the fish.Class:PicCompPronPh Phonics SkillsPic Uses pictures for cluesComp Knows meaningPron Pronounces words correctlyIn goes the boat.In goes the frog.Sample 4Name:Class:Task: Sequence the story of Ben’sSample 6Bath.In goes Ben.In goes the mat.1. Comprehension – the story sequencemakes senseSplash! Reading skills:Retells story by sequencing picturesResponds to simple tasks about characters and sequence ofeventsRecognizes some high frequency and key words in familiartext.2. Read some text accurately 2. Presentation Sample 5Name:Class:Reading skills: Retells story by sequencing picturesResponds to simple tasks aboutcharacters and sequence of eventsRecognizes some high frequencyand key words in familiar text activityaftercompletingan examplewith anadult NET SECTION, EMB, HKSARGStudentcompletedactivitywith anadult Sample 6Assessment Package 1 – How to Collect and Record Assessment Information
PLP-R (KS1)8c. Using Worksheets to Assess Students - Frequent Answers8. USING WORKSHEETS TO ASSESS STUDENTS8c. Frequent Answers for Rarely-Asked QuestionsQuestion 1: When the students work in groups onworksheets, they can copy each others’ work. Howcan I be sure my marking shows a student’s trueability?Answer: Worksheets that are done in a group situationare a learning activity for practice. Usingworksheets done in this situation is a not a reliableassessment strategy. However, you can move fromstudent to student in one or more groups, askingquestions that show students’ understanding. Thenyou can record their understanding with a code(see Section 6c). It also provides an opportunity toteach the students or give feedback.Question 2: Should every worksheet be collectedfor assessment?Answer: Worksheets provide practice for whatstudents are learning. Once you collect theworksheets, you cannot see the student doingthe work how they think, where theystruggle, where they do it easily, who ishelping them, etc. It is best to assessworksheets while students are working.Question 3: How can I assess all the worksheets whilestudents are doing them? They finish them beforeI can get to all the students.Answer: There are a number of ways to do this:(a) Decide which worksheets will provide you withquality information. Aim to assess only these ones.(b) Decide which students you need to know aboutand target them for assessing. (cont’d) NET SECTION, EMB, HKSARGAssessment Package1 – How to Collect and Record Assessment Information
PLP-R (KS1)8c. Using Worksheets to Assess Students - Frequent Answers(c) Provide students with extension activities soyou make time to assess in the lesson time.(e) When there is more than one adult in the room,use this time to do quality assessing.(d) Assess some students later then, when time,ask them individually about their worksheets.Question 5: Should I tell students that a worksheet will be assessed?Answer: Yes. And it is important that you tell the students what you aregoing to assess. For
Ho Chak Wan Primary School Lai Chi Kok Catholic Primary School Ling Liang Church Sau Tak Primary School Sau Mau Ping Catholic Primary School Sung Tak Wong Kin Sheung Memorial School Tai Koo Primary School Tsing Yi Estate
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