Assessing, evaluating and reporting student progress nov 2110

Assessing, In effective learning
environments,
Evaluating, assessment and
instruction are

and Reporting inexorably linked
(Spandel & Stiggins,

Student Progress 1990, p. ix).

Supporting English Language Arts November 2010

Content Overview
Assessment and Evaluation Defined � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �2
Guiding Principles � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �2
Types of Evaluation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3
Assessment and Evaluation Process � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �4
Student Assessment and Evaluation Techniques � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �4
Sample Assessment Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13
Viewing Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 18
Listening Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 25
Reading Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 35
Representing Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 53
Speaking Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 63
Writing Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 83
Portfolios � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 98
Sample Teacher Self-Reflection Guide � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 100
Reporting Student Progress and Achievement � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 101
References � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 103
Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 108

Saskatchewan Online Curriculum | www.curriculum.gov.sk.ca

Assessing, Evaluating, and Reporting Student Progress • 2

Assessing, Assessment and Evaluation Defined
Evaluating, Assessment is the act of gathering information on a daily basis in order to
and Reporting understand individual student’s learning and needs.

Student Evaluation is the culminating act of interpreting the information gathered
for the purpose of making decisions or judgements about student’s
Progress learning and needs, often at reporting time.
Assessment and evaluation are integral components of the teaching-
learning cycle. The main purposes are to guide and improve learning and
instruction. Effectively planned assessment and evaluation can promote
learning, build confidence, and develop students’ understanding of
themselves as learners.
Assessing, Evaluating, and Assessment and evaluation data assist the teacher in planning and
Reporting Student Progress adapting further instruction. As well, teachers can enhance students’
is a publication of the understanding of their own progress by involving them in gathering
Saskatchewan Ministry of their own data and by sharing teacher-gathered data with students. Such
Education. participation makes it possible for students to identify personal learning
goals.
This support material advocates assessment and evaluation procedures
2220 College Ave
that correspond with curriculum outcomes and instructional practices, and
REGINA SK CANADA S4P 4V9
that are sensitive to the developmental levels of the students. Observation,
conferencing, journals, inventories, performance tasks, oral, written,
and other products, and folders and portfolios may be used to gather
information about student progress.

Guiding Principles
The following principles are intended to assist teachers in planning for
student assessment and evaluation:
• Assessment and evaluation are essential and integral aspects of the
teaching-learning process. They should be planned, continuous
activities that are derived from curriculum outcomes and consistent
with the instructional and learning strategies.
• A variety of assessment and evaluation techniques should be used,
and they need to be selected for their appropriateness to both
students’ learning styles and to the intended purposes. Students
should be given opportunities to demonstrate the extent of their
knowledge and abilities in a variety of ways.

www.education.gov.sk.ca
• Teachers should communicate assessment and evaluation strategies
and plans in advance, informing the students of the outcomes and the
assessment procedures relative to the outcomes. Students should have
opportunities for input into the evaluation process.



• Assessment and evaluation practices should be appropriate learning experiences for all students,
fair and equitable. They should be sensitive individually and as group members. Keeping
to family, classroom, school, and community assessment instruments for comparison and
further reference enables teachers and students
situations, and to culture or gender; such practices
to determine progress and future direction.
should be free of bias. Assessment tools include informal inventories,
• Assessment and evaluation practices should miscue analysis, and individual and group
help students. They should provide positive viewing, listening, reading, representing,
speaking, and writing tasks.
feedback and encourage students to participate
actively in their own assessment in order to foster 2. Formative evaluation focuses on the processes
and products of learning. Assessment is
lifelong learning and to enable them to transfer continuous and is meant to inform the student,
knowledge and abilities to life experiences. the parent/ guardian, and the teacher of
• Assessment and evaluation techniques should the student’s progress toward achieving the
curriculum outcomes. Such assessments provide
be considerate of students with diverse needs,
information upon which instructional decisions
documenting and helping to plan for growth and and adaptations can be made. Assessment tools
development. include observations, checklists, conferences,
• Assessment and evaluation data and results interviews, learning logs, inventories, peer and
self-assessments, and focused responses and
should be communicated to students and tasks.
parents/guardians regularly in meaningful ways.
3. Summative evaluation measures the products
Using a variety of techniques and tools, the Middle of learning. The main purposes are to determine
Level teacher collects assessment information about knowledge, skills, abilities, and attitudes that
students’ language development and their growth in have developed over a given period of time; to
summarize student progress; and to report this
viewing, listening, reading, representing, speaking,
progress to students, parents/guardians, and
and writing knowledge and abilities. The data teachers. This type of evaluation occurs most
gathered during assessment becomes the basis for often at the end of a series of learning activities,
an evaluation. Comparing assessment information experiences, and inquiries at the end of a unit
to curriculum outcomes allows the teacher to make of instruction, and at term or year-end when
a judgement regarding the progress of a student’s students are ready to demonstrate achievement
of curriculum outcomes.
learning.
Summative judgements are based upon criteria
derived from curriculum outcomes. By sharing these
Types of Evaluation outcomes with the students and, at times, involving
students in designing the assessment criteria, teachers
There are three types of evaluation that occur
enable students to understand and to internalize the
regularly throughout the school year: diagnostic
criteria by which their progress will be determined.
(assessment for learning) formative (assessment as
learning), and summative (assessment of learning). Often assessment data provide information for both
formative and summative evaluation purposes.
1. Diagnostic evaluation usually occurs at the
beginning of the school year, before each For example, summative evaluation can be used
unit of study, and during each lesson. The formatively to make decisions about changes to
purposes are to determine students’ knowledge instructional strategies. Similarly, formative evaluation
and skills, their learning needs, and the assists teachers in making summative judgements
motivational and interest levels. By examining about student progress and determining where
the results of diagnostic evaluation, teachers
further instruction is necessary for individuals or
can determine where to begin instruction
and what concepts, skills, or strategies to groups. The suggested assessment techniques
emphasize. Diagnostic evaluation provides included in various sections of this guide may be used
information essential to teachers in selecting for each type of evaluation.
relevant learning outcomes and in designing


Assessment and Evaluation Self-assessment promotes students’ abilities to
Process assume more responsibility for their own learning by
encouraging self-reflection and encouraging them to
As key decision makers, teachers strive to make a close identify where they believe they have been successful
match among curriculum outcomes, instructional and where they believe they require assistance. If
methods, and assessment and evaluation techniques. students are to be successful in self-assessment, they
The evaluation process is carried out parallel to must have teacher guidance and coaching as well as
instruction and, like instruction, is cyclical. The process assistance in determining appropriate focuses and
involves preparation, assessment, evaluation, and criteria for self-assessment. Discussing students’ self-
reflection. assessments with students allows the teacher to see
how they value their own work and to ask questions
In the preparation phase, teachers decide what is to
that encourage students to reflect upon their
be assessed and evaluated, the type of assessment
experiences and set goals for new learning.
and evaluation to be used (diagnostic, formative, or
summative), the criteria upon which student learning Peer assessment allows students to collaborate and
outcomes will be judged, and the most appropriate to learn from others. Through discussions with peers,
techniques for gathering information on student Middle Level students can verbalize their concerns
progress. Teachers may make these decisions in and ideas in a way that helps clarify thoughts and
collaboration with students. decide in which direction to proceed.
During the assessment phase, teachers select The instruments for peer and self-assessment
appropriate tools and techniques, then collect and should be collaboratively constructed by teachers
collate information on student progress. Teachers and students. It is important for teachers to discuss
must determine where, when, and how assessments learning outcomes with the students. Together, they
will be conducted, and students must be consulted can develop assessment and evaluation criteria
and informed. relevant to the outcomes, as well as to students’
individual and group needs.
During the evaluation phase, teachers interpret the
assessment information and make judgements about
student progress. These judgements (or evaluation) Student Assessment and
provide information upon which teachers base
decisions about student learning and report progress
Evaluation Techniques
to students, parents/guardians, and others. Students Assessment data can be collected and recorded by
are encouraged to monitor their own learning by both the teacher and the students in a variety of ways.
evaluating their achievements on a regular basis. Through observation of students, and in interviews
Encouraging students to participate in evaluation or conferences with students, teachers can discover
nurtures gradual acceptance of responsibility for their much about their students’ knowledge, abilities,
own progress and helps them to understand and to interests, and needs. As well, teachers can collect
appreciate their growth as language learners. samples of students’ work in portfolios and conduct
The reflection phase allows teachers to consider the performance assessments within the context of
extent to which the previous phases in the evaluation classroom activities. When a number of assessment
process have been successful. Specifically, teachers tools are used in conjunction with one another, richer
evaluate the utility, equity, and appropriateness of and more in-depth data collection results. Whatever
the assessment techniques used. Such reflection method of data collection is used, teachers should:
assists teachers in making decisions concerning • meet with students regularly to discuss their
improvements or adaptations to subsequent progress
instruction and evaluation.
• adjust rating criteria as learners change and
progress.



Effective evaluators of Middle Level students are astute observers who use a variety of techniques to collect
information about students’ language competencies. Well-organized, concise, and accessible records
accommodate the large quantities of data likely to be collected, and assist teachers’ decision making and
reporting. The data collected on assessment forms can be used to evaluate students’ progress.

Sample Techniques
Assessment Techniques Description Evaluation
Observations, Checklists, and Teacher observes students Judgements are based on collected
Anecdotal Records for interests, responses, and information.
interactions.
Conversations, Conferences, and Teacher talks with students. Judgements are based on
Interviews conference data.
Inventories and Running Records Teacher documents what students Teacher often scores or analyzes for
say and do as they read, listen, or miscues and comprehension.
view.
Retellings and Journals Teacher asks students to retell main Judgements are based on data
ideas, details, or story, or to give collected with rubrics, rating scales,
responses. or checklists.
Performance Tasks, Projects, and Teacher and students assess Judgements are based on
Demonstrations; Rating Scales and responses and products. performance, rubrics, rating scales,
Rubrics; Quizzes and Examinations or exams.
Folders and Portfolios Teacher and students assess Judgements are based on items
portfolio contents. chosen from portfolios.

Observations
Observations can occur during students’ daily viewing, listening, reading, representing, speaking, and writing
experiences. Observations are an unobtrusive means by which teachers (and students) can determine progress
during learning. Observations can be recorded on checklists or rating scales and as anecdotal notes. When
teachers attach the data collection sheets to a hand-held clipboard, data can be recorded immediately and with
little interruption to the student. Alternatively, adhesive note papers can be used to record data quickly and
unobtrusively. In addition, electronic recording methods can be used.
Checklists
Observation checklists, usually completed while students are engaged in specific activities or processes, are lists
of specific criteria that teachers focus on at a particular time or during a particular process. Checklists are used
to record whether students have acquired specific knowledge, skills, processes, abilities, and attitudes. Such
data inform teachers about where their instruction has been successful and where students need assistance or
further instruction. Formats for checklists should be varied and easy to use.
Guidelines for using checklists include the following:
• Determine the observation criteria from curriculum unit and lesson outcomes.
• Review specific criteria with students before beginning the observation.
• Involve students in developing some or all of the criteria whenever it is beneficial to do so.



• Choose criteria that are easily observed to • Write the notes on recipe cards and then file these
increase objectivity and prevent vagueness. alphabetically.
• Use jargon-free language to describe criteria • Use adhesive note papers that can be attached to
so that data can be used in conferences with the student’s pages or recipe card files.
students and parents/guardians. • Design structured forms for collection of specific
• Make the observation manageable by keeping data.
the number of criteria to less than eight and by • Record data electronically.
limiting the number of students observed to a few
at one time. • Use a combination of the above suggestions.

• Have students construct and use checklists for Teachers may choose to keep running written
peer and self-assessments. observations for each student or use a more
structured approach, constructing charts that focus
• Summarize checklist data regularly. each observation on the collection of specific data.
• Use yes-no checklists to identify whether a specific A combination of open-ended notes and structured
action has been completed or if a particular forms may also be used. It is important to date all
quality is present. observations recorded.
• Use tally checklists to note the frequency of the Conversations, Conferences, and
action observed or recorded. Interviews
Anecdotal Records Teacher-student conversations, conferences, and
Anecdotal records are notes written by the teacher interviews are productive means of assessing
regarding student language, behaviour, or learning. individual achievement and needs. During these
They document and describe significant daily events discussions, teachers can discover students’
and relevant aspects of student activity and progress. perceptions of their own processes and products
These notes can be taken during student activities or of learning. Brief conferences can occur while
at the end of the day. Formats for collection should be students are viewing, listening, reading, representing,
flexible and easy to use. speaking, and writing; extended interviews about
their processes and products can be structured into
Guidelines for use include the following:
each class period. When teachers ask questions
• Record the observation and the circumstance in that promote students’ reflection upon what they
which the learning experience occurs. Take time understand and how they work and learn, the rich
to analyze notes at another time, perhaps at the data collected can support instructional decisions.
end of the day, or after several observations about Interview questions can be developed to meet the
one student have been accumulated. Electronic needs of specific students and to gather information
tools can also be useful (e.g., cellphone, flip video) about student attainment of curriculum outcomes.
for collecting and recording observations.
Examples of questions that help students reflect upon
• Make the task of daily notetaking manageable by their viewing, listening, and reading experiences
focusing on clearly defined outcomes or purposes, include the following:
and by identifying only a few students to observe
• In which viewing, listening, and reading activities
during a designated period of time.
did you participate this week?
• Record data on loose-leaf sheets and keep these
• Which did you enjoy/dislike? Why?
in a three-ring binder with a page designated for
each student and organized alphabetically by • Which activities did you find most difficult? Why?
students’ last names or by class. This format allows Did you solve the difficulties? How?
the teacher to add pages as necessary.



• In which viewing, listening, and reading activity In listening, Informal Listening Inventories (ILIs) can
do you think you did your best? What makes you be used to assess students’ listening comprehension
think so? levels. Passages from graded narrative and
• What type of viewing, listening, and reading information texts can be read to students and
activities would you like to learn to do better? followed by aided and unaided recall. Often passages
from informal reading inventories are used for this
Examples of questions to ask during a student’s purpose. If a student responds correctly to 70% or
representing, speaking, and writing process include more of the comprehension questions associated
the following: with these passages, the text is considered to be at
• How did you go about preparing this piece? the student’s instructional level for both listening and
reading. Informal Listening Inventories are usually
• What problems did you encounter? Did you solve
used with individuals, but they can be given to a
the problems? How?
group of students if a teacher wishes to assess the
• What goals did you set for yourself in this piece? appropriateness of a text for the class or to collect
How well did you accomplish them? baseline data regarding each student. Teachers can
• What are your goals for your next piece? also use text retelling records to determine what
the students have understood and can recall from a
Inventories and Other Qualitative listening experience.
Assessments
Reading Records (accuracy checks), Informal
Inventories, formal tests, and other sources of data Reading Inventories (IRIs) (individual oral and group
can help teachers determine what students know and or individual silent reading records followed by a
can do in the various strands of the language arts and comprehension check), Cloze Checks, Think Aloud
with the language cues and conventions. Criterion- Assessments, and Prediction-Knowledge Relationship
referenced assessment and evaluation compare a Assessments (PKR) (Kaganoff & Spencer in Olson,
student’s language competencies and achievements 2003) can give English language arts teachers insight
to the curriculum outcomes. The students perform into students’ reading.
a task or demonstrate a language skill or strategy.
Norm-referenced assessment and evaluation compare Performance Tasks, Projects, and
a student’s language competencies and achievements Demonstrations
to a group standard including provincial scoring Criteria should be developed and/or discussed
scales and exemplars. with students at the outset of activities such as oral
Representing, speaking, and writing assessments presentations, written reports, visual representations,
of the students’ oral, written, and other texts usually or projects that combine more than one aspect of
begin with a prompt and focus on the actual language language use and understanding. Teachers may
and strategies that the student uses. Samples are assess the attitudes, skill development, knowledge, or
collected and analyzed to diagnose and respond to learning processes demonstrated by students as they
the students’ needs in communicating their ideas and engage in language activities. Data gathered during
using language and other aspects of communication. student activities can be recorded as anecdotal notes;
The students’ specific behaviours are noted. on checklists, rating scales, or video recordings; or by
using a combination of these.
In viewing, comprehension checks, Think Aloud
Assessments, Viewing Response Assessments, Rating Scales and Rubrics
Vocabulary Knowledge Assessments, and Prediction Rating scales can be used to record the extent to
Knowledge Relationship Assessments which specific criteria have been achieved by the
(PKR) (Kaganoff & Spencer in Olson, 2003) can also be student or are present in the student’s work. Rating
created and used to determine students’ viewing skills scales can also be used to record the quality of the
and strategies. student’s performance at a given time or within a



given process. Rating scales are similar to checklists, When students are learning the skills and strategies
and teachers can often convert checklists into rating associated with a new task (formative evaluation),
scales by assigning number values to the various teachers should focus only on selected criteria.
criteria listed. Rating scales can be designed as When students have had a chance to practise,
number lines or as holistic scales or rubrics. make mistakes, and get helpful feedback, they can
Rubrics include criteria that describe each level of be evaluated against all of the criteria (summative
the rating scale and are used to determine student evaluation).
progress in comparison to these expectations. Exemplars are as critical as rubrics. In order to help
Guidelines for use include the following: students become clear about what the criteria mean,
teachers should use samples of students’ work
• Determine specific assessment criteria from anchored to the levels.
curriculum outcomes, components of a particular
activity, and student needs. When shared with students, parents/guardians, and
administrators, rubrics become powerful statements
• Discuss or develop the specific criteria with about the expectations required of students.
students before beginning the assessment.
Constructing Rubrics
• Choose criteria that are easily observed in order to
prevent vagueness and increase objectivity. To construct rubrics for classroom use, teachers
need to know the outcomes for instruction, decide
• Select criteria that students have had the on the structure of the rubric, ascertain the levels
opportunity to practise. These criteria may differ of performance that constitute achievement, and
from student to student, depending upon their explain the rubric to students prior to its use.
strengths and needs.
Step One: Identify the learning outcomes based on
• Use jargon-free language to describe criteria so the outcomes (i.e., what will students need to know,
that data can be used effectively in conferences be able to do, and understand) and any appropriate
with students and parents/guardians. standards of performance that the rubric is to assess
• Make the assessment manageable by keeping and evaluate.
the number of criteria to less than eight and by Step Two: Define or identify important elements or
limiting the number of students observed to a few categories (criterion or traits) that are to be included
at one time. in the rubric.
• Use numbered continuums to measure the degree Step Three: Determine the number of levels (e.g., 3,
to which students are successful at accomplishing 4, 5, or 6) to be included and write the descriptors or
a skill or activity. indicators for each element or category.
• Use rubrics when the observation calls for Step Four: Field test and revise the descriptors or
a holistic rating scale. Rubrics describe the indicators with examples of student work.
attributes of student knowledge or achievements
on a numbered continuum of possibilities. Step Five: Review and revise.

Rating scales and rubrics are powerful tools for Holistic rubrics focus on the overall performance
teaching and learning, and for assessing and of students. Teachers consider the overall success of
evaluating for the following reasons: the product, not the specific elements or weaknesses
and strengths. A general or whole impression of a
• they contain the criteria required for a given task language product is formed and the teacher decides,
• they can be used to improve student performance according to this general impression (e.g., very good,
as well as monitor it acceptable, unacceptable), a level (e.g., 5=very good,
3=acceptable, 1=unacceptable), a numerical score, or
• they make clear the teacher’s expectations
letter grade.
regarding quality.



Sample Holistic Rubric for the Language Skill of Presenting Ideas
Level 5: Clearly and insightfully communicates ideas and provides rich, vivid, and powerful support for main ideas
Level 4: Clearly and effectively communicates ideas and provides appropriate and well-organized support for main
ideas
Level 3: Clearly communicates the main ideas and provides suitable support and detail
Level 2: Communicates important information but not in a clear or organized manner
Level 1: Communicates information as isolated pieces in a random fashion
N/S: Not scorable
Analytic rubrics are used to assess particular skills, traits, factors, or aspects of a language product. Each of
these individual traits is considered for its merit and point values are assigned (e.g., Message Quality: Level 1, 2,
3, 4, or 5). Using such a grade scale ensures a fair weighting of all the elements that create the final grade for the
product. The content of the product (i.e., message quality) is usually given the most weight.
Quizzes and Examinations
Quizzes and examinations are most often used for assessing students’ knowledge of content; they may,
however, be used to assess processes, skills, and attitudes. Tests, whether they are oral, written, or other
representations must indicate students’ achievements as accurately as possible. Formats for test items should
be varied; each type is most effective at assessing and evaluating student progress when used in conjunction
with the other types.
• Construct test items to accommodate the different ways that students learn and demonstrate what they
have learned or can do.
• Ensure that test items measure curriculum outcomes accurately and fairly.
• Use a variety of test formats (e.g., performance items, open-response questions, short-answer), ensuring
that they are appropriate to the outcome(s) being measured.
• State test items clearly and precisely so that students know what it is they are to do.
• Construct test items that allow students to demonstrate and apply what they have learned.
• Build scaffolds so students can demonstrate successfully their knowledge and abilities.
• Use oral assessment when written responses are not feasible or in situations where criteria can best be
assessed through oral responses.
• Use performance test items when students are required to demonstrate competence directly (e.g., giving a
speech).
• Construct open-ended response items when it is appropriate for students to respond in personal ways (e.g.,
to present beliefs, to demonstrate powers of persuasion).
• Ask students to demonstrate their learning using progress checks; students demonstrate what they know
about a specific topic or theme by writing, drawing, or using diagrams and graphic organizers.
• Ask short-answer questions when students are required to supply a specific answer to a specific question.
These types of questions are most often used to assess how well students have internalized content. Short-
answer questions can also be used to assess students’ abilities to analyze and evaluate or to assess attitude.



End of Unit/Term Evaluation • personal goal sheets

Evaluation at the end of the unit or term is facilitated • reading surveys, responses, logs, and journal
by continuous assessment. One way that summative entries
evaluation may be determined is by assigning a • writing samples, surveys, reports, and inquiry/
percentage to each of the language processes. The research projects
percentages may vary from one unit to the next,
• audiotapes or videotapes, or CDs of oral activities
depending upon which of the processes is being
and presentations
emphasized. It is important to make students aware of
the final evaluation weighting prior to beginning the • graphic organizers and other representations
unit or term and, if it is appropriate, to involve them in • conference sheets and contracts
determining such weighting.
• group and self-evaluation records
Folders and Portfolios • unit tests, quizzes, and other products
Folders and portfolios are collections of students’ work
• pre- and post-term goal sheets.
that exhibit the individual student’s efforts, progress,
and achievements in one or more areas. The collection In addition, the folder or portfolio might include
must include student participation in selecting additional assessment forms (e.g., rubrics, checklists,
the contents, determining the criteria for judging rating scales) and reflections about the portfolio
merit, and providing evidence of students’ self- samples such as the following:
reflection (Paulson & Paulson, 1991, p. 60). Portfolios Name:
can be placed in three-ring binders or folders, and
students can have regular scheduled times to update Date:
portfolios. Title of Assignment:
Folders and portfolios can be an important part of Subject:
the assessment and evaluation process. These tools
Comments on Sample:
also help students become more accountable, more
independent, and more responsible for their learning.
Folders and portfolios can assist in reporting, and • I chose this sample because …
can be used as a basis for conversation between the
• This sample shows …
teacher, the student, and the parent/guardian.
• My goal now is to …
Students can also take time to reflect on what they
have achieved, what they are including in their
portfolios, and the goals set for themselves. Folders Teacher, student, and parents/guardians can use
and portfolios can include a number of work samples portfolios as a continuous review of students’
that reflect the outcomes of the curriculum, the progress. Portfolios can help everyone see what the
students’ processes and products, and self-evaluations students know and can do, what they have learned,
(including personal achievements and goals). After a and what they need to learn. Having students keep a
parent-student-teacher conference, parent/guardian table of contents and planning time for them to use
comments can be added. and review their portfolios regularly (e.g., every week)
Typically, a Middle Level folder or portfolio might ensures that students develop the habit of evaluating
include: their own work and making decisions about how to
move forward. Samples and reflections accumulated
• skill and strategy checklists
over a certain period help build a shared vision of
• teacher observations and anecdotal comments progress.
• student reflections and self-assessments



• Brainstorm with students to discover what they already know about portfolios.
• Share samples of portfolios with students. (Teachers may need to create samples if student ones are not
available; however, samples should be as authentic as possible.)
• Provide students with an overview of their portfolio assessment prior to beginning their collections.
• Collaborate with students to set up guidelines for the content of portfolios and establish evaluation criteria
for portfolio collections. Consider the following:
• What is the purpose of the portfolio? (Is it the primary focus of evaluation or is it supplemental? Will it
be used to determine a mark or will it simply be used to inform students, teachers, and parents about
student progress?)
• Who will be the audience(s) for the portfolio?
• What will be included in the portfolio (e.g., writing samples only, samples of all language processes)?
• What are the criteria for selecting a piece of work for inclusion? When should those selections be made?
• Who will determine what items are included in the portfolio (e.g., the student, the teacher, the student
and teacher in consultation)?
• When should items be added or removed?
• How should the contents be organized and documented? Where will the portfolios be stored?
• What form will feedback to the students take (e.g., written summaries, oral interviews/ conferences)?
• How will the portfolio be evaluated (e.g., list of criteria)?
• Assemble examples of work that represent a wide range of students’ developing abilities, knowledge, and
attitudes including samples of work from viewing, listening, reading, representing, speaking, and writing
experiences.
• Date all items for effective organization and reference.
• Inform parents/guardians about the use and purposes of portfolios (e.g., send letters home describing
portfolios, display sample portfolios on meet-the-teacher evening to introduce parents to the concept).
• Consider the following for inclusion:
• criteria for content selection
• table of contents or captioned labels that briefly outline or identify the contents
• samples of student writing (e.g., pre-writing, multiple drafts, final drafts, published pieces)
• sample reading logs
• samples of a variety of responses from reader response journals (originals or photocopies of originals)
• evidence of student self-reflection (e.g., summaries, structured reflection sheets)
• audiotapes and videotapes of student work
• photographs
• collaborative projects
• compact discs.
• Formats for portfolio assembly should be easily organized, stored, and accessed. Some possibilities
include the following:
• Keep file folders or accordion folders in classroom filing cabinet drawers, cupboards, or boxes.
• Use three-ring binders for ease of adding and removing items as students progress.
• Store scrapbooks in boxes or crates.



Evaluating Student Portfolios
At the end of the term/semester/year when the portfolio is submitted for summative evaluation, it is useful to
review the contents as a whole and record data using the previously set criteria. One method of recording data
is to prepare a grid with the criteria listed down one side and the checklist or rating scale across the top. If there
is a need to assign a numerical grade, designate numbers to each set of criteria on the checklist/rating scale and
convert the evaluation into a number grade. Some examples of portfolio assessment and recording forms are
found in this section of the guide. The teacher can adapt these sample forms or create new ones. Teacher’s and
students may also explore the use of electronic portfolios.



Sample Assessment Forms
Creating a Language Profile for a Class or Individual Student
Using the outcomes and several different language assessment techniques, teachers can build language
profiles of their class, of particular groups of students, or of individuals. These profiles can be used to identify
what students know and can do with language, what they still need to learn, and to set priorities for planning
and teaching. Sample forms provided in this section include:
• Sample Language Ledger, page 13.
• Sample Language Profile page 14.
Additional sample assessment forms provided in this section include:
Viewing Forms
• Sample K-12 Viewing Continuum Checklist, pages 15-16
• Sample Checklist and Observations of Viewing Skills and Strategies, page 17
• Sample Observations of Students’ Use of Language Cues and Conventions in Viewing, page 18
• Sample Analytic Scoring Rubric for Viewing, page 19
• Sample Assessment Summary for Viewing, pages 20-21
Listening Forms
• Sample K-12 Listening Continuum Checklist, pages 22-23
• Sample Listening Strategies Questionnaire, page 24
• Sample Self-assessment Listening Inventory, page 25
• Sample Checklist and Observations of Listening Skills and Strategies, page 26
• Sample Observations of Students’ Use of Language Cues and Conventions in Listening, page 27
• Sample Listener Self-assessment for Oral Reading, page 28
• Sample Analytic Scoring Rubric for Listening, page 29
• Sample Assessment Summary for Listening, pages 30-31
Reading Forms
• Sample K-12 Reading Continuum Checklist, pages 32-33
• Sample Reading Interest/Attitude Inventory, pages 34-35
• Sample Reading Strategies Questionnaire, page 36
• Sample Checklist and Observations of Reading Skills and Strategies, page 37
• Sample Observations of Students’ Use of Language Cues and Conventions in Reading, page 38
• Sample Proficient Reader Protocol: Anecdotal Notes, page 39
• Sample Reading Inventory and Miscue Analysis Guidelines, pages 40-41
• Sample Analytical and Informal Reading Inventory Recordkeeping Chart, page 42
• Sample Chart for Recording Students’ Use of Comprehension Processes and Reading Strategies, page 43



• Sample Chart for Analysis of Students’ Retelling and Response, page 44
• Sample Observation Checklist: Metacognitive Strategies, page 45
• Sample Analytic Scoring Rubric for Reading, page 46
• Sample Assessment Summary for Reading, pages 47-48
Representing Forms
• Sample K-12 Representing Continuum Checklist, pages 49-50
• Sample Checklist and Observations of Representing Skills and Strategies, page 51
• Sample Observations of Students’ Use of Language Cues and Conventions in Representing, page 52
• Sample Holistic Representing Rubric, page 53
• Sample Analytic Rubric for Representing and Presenting pages 54-55
• Sample Assessment Summary for Representing, pages 56-57
Speaking Forms
• Sample K-12 Speaking Continuum Checklist, pages 58-59
• Sample Checklist and Observations of Speaking Skills and Strategies, page 60
• Sample Observations of Students’ Use of Language Cues and Conventions in Speaking, page 61
• Sample Self-assessment for Individual Contributions to Group Discussion, page 62
• Sample Assessment Form for Discussion Group Performance, page 63
• Sample Anecdotal Record Form for Small Group Learning, page 64
• Sample Storytelling Process Assessment, page 65
• Sample Oral Reading Assessment, page 66
• Sample Peer Assessment for Oral Reports, page 67
• Sample Student Learning Log Entry for Oral Reporting, page 68
• Sample Teacher Assessment of Oral Report, page 69
• Sample Analytic Scoring Rubric for an Oral Presentation, page 70
• Sample Interest Talk Assessment, page 71
• Sample Direction-giving Assessment: Anecdotal Notes, page 72
• Sample Assessment for Introducing a Speaker, page 73
• Sample Interviewer Assessment Rating Scale, page 74
• Sample Assessment for Speaking, pages 75-76
Writing Forms
• Sample K-12 Writing Continuum Checklist, pages 77-78
• Sample Writing Strategies Questionnaire, page 79
• Sample Writing Process Assessment Checklist, page 80
• Sample Checklist and Observations of Writing Skills and Strategies, page 81
• Sample Observations of Students’ Use of Language Cues and Conventions in Writing, page 82


• Sample Communication Checklist, page 83
• Sample Holistic Rubric for Written Prose, page 84
• Sample Analytic Rubric for Written Prose, pages 85-86
• Sample Analytic Writing Scoring Guide for Students, page 87
• Sample Student/Teacher Checklist for a Descriptive Paragraph, page 88
• Sample Criteria for Assessing a Short Story, page 89
• Sample Assessment for Writing, pages 90-91
Portfolios
• Sample Rating Scale for a Portfolio, page 92
• Sample Collaborative Assessment Form for Portfolio, page 93

Language Ledger and Language Profile
The English language is at the heart of the English language arts curriculum. Middle Level students must learn
to use language in a variety of meaningful ways in order to communicate effectively in a variety of situations
for a variety of purposes. They need to be “empowered language users” who are able to switch dialects and
discourses and use language to fit their purpose and audience (Meeks & Austin, 2003, p. 22). To help students
become effective and empowered language users, English language arts teachers must learn about and attend
to their “students’ primary language discourses while helping them acquire secondary discourses through
which they can gain power and control in their lives” (Meeks & Austin, 2003, p. 21). Teachers must help students
understand and adjust their use of spoken, written, and visual language to communicate effectively with
a variety of audiences and for a variety of purposes in a variety of discourse communities (NCTE/IRA, 1996,
Standard 4).
In order to empower students and to help them learn about and through language, teachers need to assess
what students know, understand, and can do with both the language conventions and cueing systems (see
Sample Language Ledger on the following page) and with the language strands and their associated strategies
(see Sample Language Profile on the page following the Language Ledger). By taking stock of student
strengths and their needs, Middle Level ELA teachers can set priorities for their teaching.



Sample Language Ledger
Name: _________________________________________________ Date: __________________________
Elements That
Language Conventions and Cueing Systems Strengths
Need Attention
Pragmatic
Does student consider the appropriateness of language to the social situation,
audience, and purpose?
Does student recognize and use the appropriate register and tone?
Does student recognize and use appropriate nonverbal cues including gestures,
pitch, stress, and intonation?

Textual
Does student recognize and use a variety of oral, written, and other text types
and formats appropriate for intended purpose?
Does student recognize what makes a particular text unique?
Does student recognize and use the organizational structures within a text (e.g.
sequence, cause and effect, problem-solution)?
Does student recognize and use “signal words” (e.g., first, as follows,
consequently) within a text?
Syntactical
Does student recognize and use correctly structured sentences?
Does student recognize when a sentence is not structured correctly (e.g.,
fragments, run-ons) or when words are not used correctly within a sentence
(e.g., unclear antecedents, verb tense shifts)?
Does student recognize and use correct punctuation including periods, commas,
and semicolons in a sentence?
Does student recognize and use a variety of sentence structures?
Does student use a variety of sentence lengths (i.e., number of words)?
Semantic/Lexical
Does student use words appropriately and correctly?
Does student recognize the associated meanings of words by their context?
Does student recognize and comprehend the different forms of words (e.g.,
contractions, root words, compound words)?
Does student have word attack strategies?
Does student correctly spell the words used and needed in writing?
Graphophonic
Does student recognize the sound-symbol relationships (i.e., do letters match
sounds)?
Does student know how to pronounce, blend, decipher, and spell words using
associated sound-symbol relationships?
Other
Does student print and write legibly and at a comfortable and appropriate rate?
Does student use appropriate font, formatting, layout, and visual conventions
(e.g., underlining, bolding, graphic organizers, graphics)?



Sample Language Profile
Class: _________________________________________________ Date: __________________________
Viewing: What do students know about viewing? What Representing: What do students know about
strategies do students use as viewers? How effectively do representing? What strategies do students use to represent
students in this class view? ideas? How effectively do students in this class represent
their ideas?

What are my teaching priorities for this class?
What are my teaching priorities for this class?

Listening: What do students know about listening? What Speaking: What do students know about speaking? What
strategies do students use as listeners? How effectively do strategies do students use as speakers? How effectively do
students in this class listen? students in this class speak?

What are my teaching priorities for this class? What are my teaching priorities for this class?

Reading: What do students know about reading? What Writing: What do students know about writing? What
strategies do students use as readers? How effectively do strategies do students use as writers? How effectively do
students in this class read? students in this class write?

What are my teaching priorities for this class? What are my teaching priorities for this class?



Viewing Forms
Sample K-12 Viewing Continuum Checklist
It is anticipated that teachers will use the criteria from this continuum to develop assessment forms to gather
appropriate data regarding students’ needs and strengths.
Emerging Phase (K-1) Early Developing Phase (Grade 1) Developing Phase (Grades 1-5)
Student knows: Student knows: Student knows:
• drawings and pictures can tell a • information and events can be • particular visuals are presented
story shared visually for particular purposes (e.g., a
• charts and illustrations can • visual representations are created by commercial sells a product)
communicate information people for a reason. • visual elements (e.g., line, colour) are
• visuals convey meaning. used for effect.
Student: Student: Student:
__ shows interest in pictures and __ interprets and responds to a variety __ identifies visual elements such as
illustrations of symbols and logos colour, shape, and line in various forms
__ locates a specific item in a picture __ makes predictions from pictures including picture books, posters, signs,
or in sequenced illustrations or visuals presented (e.g., What will illustrations, and displays
__ recognizes symbols and logos in happen next?) __ compares stories or events
environment __ draws on prior knowledge in expressed in various visual formats
Notes: viewing visuals __ distinguishes between fact and
__ sequences correctly a series of fantasy in visual texts
pictures about events after viewing a __ retells most important information
story or narrative presentation found in visual texts
__ retells the main ideas or __ views with a purpose
components after viewing a visual __ recognizes the intent and meaning
presentation conveyed visually
__ distinguishes between sense and __ retells, paraphrases, and explains
nonsense, fiction and reality what has been presented visually
__ expresses personal response to __ asks thoughtful questions about
visuals (e.g., “I liked that because …,” “I visuals
felt sad because …”) __ makes judgements before, during,
Notes: and after viewing visuals about the
following: reality of situation, reality of
the character’s depiction, effectiveness
of the techniques used in the visual
__ recognizes the presence of bias
(e.g., stereotyping) in visual texts
__ locates and gathers information
and ideas from a range of visual texts
(e.g., charts, diagrams, Internet, videos)
Notes:



Sample Viewing Continuum Checklist (continued)
Extending Phase (Grades 6-9) Specialized Phase (Grades 10-12)
Student knows: Student knows:
• visual forms and images provide opportunities for • visual texts combine clarity with artistry
alternative ways of understanding • visual texts are organized and constructed to make
• an effective viewer uses strategies before, during, and meaning and have an impact on viewers
after viewing • visual texts construct reality; audiences negotiate/
• each medium has its own visual forms and conventions. construct meaning
• all visual texts contain ideological and value messages.
Student: Student:
_ interprets meaning and potential impact from visual _ identifies the purpose(s), intended audience(s), and
texts implicit and explicit message(s) within visual texts
_ recognizes audience(s) targeted by visuals and _ considers context for viewing
considers potential impact _ actively (versus passively) interprets visual texts
_ identifies explicit and some implicit messages in visual _ practises the behaviors of effective viewers including:
texts
_ anticipating message and setting purpose for
_ practises the behaviors of effective viewers including: viewing
_ previewing and setting purpose for viewing _ seeking and checking understanding by making
_ making and confirming predictions connections
_ making connections to prior knowledge and _ making and confirming predictions and inferences
experiences _ interpreting and summarizing
_ monitoring understanding _ analyzing and evaluating
_ recognizing main ideas and relevant supporting _ infers whose point of view, values, biases, and
details assumptions are implicit in visual texts
_ reflecting on and assessing understanding _ recognizes the techniques, conventions, and aesthetic
_ re-viewing elements (e.g., light, angle, colour, focus, composition,
shape), and psychological appeals used in visual texts
_ evaluating
_ explains how visual text combines with oral, print, and
_ expresses personal reactions and opinions other media to convey meaning
_ recognizes how the visual is organized and presented _ evaluates critically the message or information obtained
for effect by viewing
_ recognizes how the visual has been constructed, _ assesses the relevance and reliability of visual
shaped, and produced information presented
_ recognizes how the images or other elements capture _ understands how visual text supports argument or case
and hold attention being made
_ distinguishes between fact and perspective _ distinguishes fictional from factual reality in visual texts
_ recognizes stereotyping _ recognizes any propaganda techniques used
_ recognizes emotional persuasion _ compares visual texts across genres
_ uses critical thinking skills to identify bias _ recognizes style and intent of creator or producer
_ recognizes common advertising approaches _ identifies strengths and areas for improvement in
_ understands and evaluates various kinds of visual viewing
texts including journalistic media (newspaper
and magazines), images (photographs, posters, Notes:
advertisements, cartoons), and electronic media (radio,
television, film, Internet)
_ reflects on viewing habits
_ identifies strengths and areas for improvement in
viewing
Notes:



Sample Checklist and Observations of Viewing Skills and Strategies
Name: _________________________________________________ Date: __________________________
Before Observations
What does the student do before viewing?
_ Thinks about why he/she is viewing
_ Thinks about what he/she already knows and needs to know about
the topic
_ Considers additional background knowledge
_ Asks questions
_ Anticipates message
_ Sets purposes
_ Considers a viewing strategy
_ Other:

During
What does the student do during viewing to construct meaning?
_ Focuses
_ Makes connections to prior experiences and other texts
_ Uses the cueing systems
_ Makes and confirms predictions
_ Makes and confirms inferences
_ Makes and confirms interpretations
_ Notes key ideas (main messages/themes) and what supports them
_ Determines purposes of images used
_ Identifies underlying messages or assumptions
_ Draws conclusions and makes judgements
_ Makes notes
_ Detects opinions and biases
_ Other:

After
What does the student do after viewing?
_ Recalls, retells, and reviews
_ Responds
_ Considers preferred response from intended audience (e.g., buy,
laugh …)
_ Discusses
_ Summarizes and paraphrases
_ Evaluates
_ Asks questions
_ Considers elements, techniques, and overall effect
_ Views again (if possible) to deepen understanding or pleasure
_ Builds on and extends what was seen (e.g., posing new questions,
writing, drawing, dramatizing, researching)
_ Other:



Sample Observations of Students’ Use of Language Cues and Conventions in
Viewing
Class: _________________________________________ Date: __________________________________
Language Cues and Conventions Observations
Pragmatic
_ Identifies the purpose (intent) and potential audience (intended
viewers) for the visual text
_ Identifies the “tone” of the visual text
_ Identifies “point of view” of the visual text
_ Other:

Textual Cues and Conventions
_ Recognizes the organizational framework of the visual text
_ Recognizes the organizational patterns within the visual text (e.g.,
cause and effect, comparison/contrast, chronological sequence)
_ Recognizes and identifies the techniques and special effects used to
enhance the visual text
_ Other:

Other Cues and Conventions
_ Recognizes and interprets the visual (e.g., graphs, charts, tables,
diagrams, photographs) and multimedia (e.g., video clip) techniques
and aids used to portray particular experiences, events, or people
_ Other:



Sample Analytic Scoring Rubric for Viewing
Criteria Level 4 Level 3 Level 2 Level 1
Viewing Skills • Consistently and • Uses a range of • Uses some basic • Uses few strategies
and Strategies ably uses a range of strategies before, strategies before, before, during, and
strategies before, during, and after the during, and after the after the viewing
during, and after the viewing process. viewing process. process.
viewing process.
Comprehension • Demonstrates • Demonstrates clear • Demonstrates some • Demonstrates
thorough understanding of understanding of limited
and insightful ideas, information, ideas, information, understanding of
understanding of concepts, and/or concepts, and/or ideas, information,
ideas, information, themes in visuals. themes in visuals. concepts, and/or
concepts, and/or themes in visuals.
themes in visuals.
• Explains the • Identifies the explicit • Identifies the explicit • Identifies explicit
relationship between and implicit messages and some of the messages but has
the explicit and in the visual text. implicit messages in difficulty identifying
implicit messages in the visual text. the implicit
the visual text. messages in the
visual text.
• Explains in a thorough • Explains how ideas • Explains in a simple • Has difficulty
and insightful are portrayed and way how ideas are explaining
way how ideas are how visual elements/ portrayed and how how ideas are
portrayed and how techniques have visual elements/ portrayed and how
key visual elements/ been used to achieve techniques have visual elements/
techniques have been particular effects. been used to achieve techniques have
used for effect. particular effects. been used for effect.
Response • Responds critically • Responds personally • May need assistance • Needs assistance
and thoughtfully to and thoughtfully to to respond from and prompting
visual text. visual text. personal viewpoint. to respond from
personal viewpoint.
• Responds personally • Responds personally • Responds personally • Responds personally
with a high degree with considerable with some detail and with limited detail
of detail and detail and support. support. and support.
effectiveness.
• Responds critically • Responds critically • Responds critically • Responds critically
with a high degree with considerable with some analysis with limited analysis
of analysis and analysis and support. and support. and support.
effectiveness.
• Makes connections • Makes connections • Makes connections • Makes connections
with other texts with with other texts with other texts with with other texts
a high degree of with considerable some understanding. with limited
understanding. understanding. understanding.
• Identifies and explains • Identifies and explains • Identifies personal • Shows a limited
overt and covert bias; overt bias in visual bias only. awareness of
avoids and actively texts. personal bias in
challenges bias in visual texts.
visual texts.



Sample Assessment for Viewing

Student’s Name: _____________________________________ Date: ______________________________

Task(s): ________________________________________________________________________________

Text(s): _________________________________________________________________________________
Developmental Level: [ ] Emerging Phase, [ ] Early Developing Phase, [ ] Developing Phase, [ ] Extending Phase, [ ]
Specialized Phase
Viewing Overall (Select Performance Level)
Comprehension (5) views carefully and demonstrates a good recall and thorough and insightful understanding of
‰ Views to ideas, information, concepts, and/or themes
understand and (4) views attentively and demonstrates a good recall and clear understanding of ideas,
to learn information, concepts, and/or themes
(3) views attentively and demonstrates an adequate recall and some understanding of ideas,
‰ Demonstrates
information, concepts, and/or themes
understanding
(2) views but is easily distracted and demonstrates an inadequate recall or limited understanding
of presentations of ideas, information, concepts, and/or themes
(1) views but has difficulty focusing and demonstrates little or no recall or understanding of ideas,
information, concepts, and/or themes

Comprehension Makes Connections (Select Performance Level)
and Response (5) makes connections with text and with prior knowledge, experiences, and other texts with a
‰ Makes high degree of insight
connections with (4) makes connections with text and with prior knowledge, experiences, and other texts with
text and with considerable insight
prior knowledge, (3) makes connections with text and with prior knowledge, experiences, and other texts with
experiences, and some understanding
other texts (2) makes connections with text and with prior knowledge, experiences, and other texts with
limited understanding
‰ Recognizes the
(1) does not make connections with text and prior knowledge, experiences, and other texts
key ideas and
supporting
details presented Comprehends Content and Ideas (Select Performance Level)
as well as (5) identifies the overall message and key ideas, and can explain the relationship between the
underlying explicit and implicit messages in a text
values and (4) identifies the explicit and implicit messages in a text
biases in a visual (3) identifies the explicit and some of the implicit messages in a text
text. (2) identifies explicit messages but has difficult identifying the implicit messages in a text
‰ Responds (1) identifies neither the explicit nor implicit messages in a text
personally
‰ Responds
critically Recognizes Elements and Techniques (Select Performance Level)
(5) explains in a thorough and insightful way how ideas are portrayed and how elements/
techniques are used to achieve overall effect
(4) explains how ideas are portrayed and how elements/techniques achieve a particular effect
(3) explains in a simple way how ideas are portrayed and how elements/techniques achieve
particular effects
(2) has difficulty explaining how ideas are portrayed and how elements/techniques are used for
effect
(1) does not recognize how ideas are portrayed or how elements/techniques are used for effect



Responds Personally (Select Performance Level)
(5) responds personally with a high degree of detail and support
(4) responds personally with considerable detail and support
(3) responds personally with some detail and support
(2) responds personally with limited detail and support
(1) does not support personal response

Responds Critically (Select Performance Level)
(5) responds critically with a high degree of analysis: identifies and explains overt and covert bias;
explains and actively challenges bias in text
(4) responds critically with considerable analysis and support: identifies and explains overt bias in
text
(3) responds critically with some analysis and support: identifies personal bias only
(2) responds critically with limited analysis and support: shows a limited awareness of personal
bias
(1) responds with no support or does not respond critically

Skills and Knows and Uses Viewing Skills and Strategies (Select Performance Level)
Strategies (5) demonstrates mastery of the appropriate before, during, and after viewing skills and strategies
‰ Views (4) demonstrates understanding and consistent use of the appropriate before, during, and after
strategically viewing skills and strategies
using
(3) uses with relative ease the important before, during, and after viewing skills and strategies
appropriate skills
modelled in a lesson
and strategies
(2) uses some of the viewing skills and strategies but not with proficiency
before, during,
and after (1) makes little or no use of the appropriate viewing skills and strategies
viewing a text
‰ Uses language Comments:
and visual
cueing systems
to build
meaning
Viewing Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9 Task 10
Assessment Task
Score(s)
Reflection Reflects on Viewing Behaviours and Strategies (Check Appropriate Boxes)
on Viewing ‰ can talk about own strengths and learning targets
Behaviours ‰ can explain what to do when viewing
‰ can talk about how visuals were used to affect viewers’ responses
‰ can talk about own strategies for improvement

Anecdotal Comments and Observations
Comments and
Consideration
of Other
Factors (e.g.,
preferences,
habits, attitudes,
confidence,
involvement)



Listening Forms
Sample K-12 Listening Continuum Checklist
It is anticipated that teachers will use criteria from this continuum to develop assessment forms to gather
• listening is one way to find • stories can be remembered and retold • listening is done for different reasons or
out and learn about things • listening is a meaning-making process and purposes
• listening to stories can be the message must make sense • listeners can ask questions to clarify
enjoyable • by asking questions, people learn from meaning, for direction, and for
• some sounds are the same; others. information
others are different. • listeners cannot take messages at face
value – they need to be evaluated for
accuracy and truth.
_ understands the words _ understands when to listen _ determines purpose(s) for listening
and basic concepts _ listens attentively _ listens without interrupting
associated with colour,
number, size, space, _ enjoys language games _ follows two- and three-step directions
time, body parts, school, _ distinguishes between sense and _ listens to narrative passage and retells
actions, clothes, eating, nonsense, fact and fantasy it by answering who, when, where,
fruits, vegetables, animals, how, and why
furnishings _ counts words and claps syllables in
spoken words _ listens to informational text and retells
_ makes auditory major ideas
discriminations of sound _ identifies rhyming words
in environment _ listens courteously to peers and works
_ recognizes alliteration in pairs and small groups
_ shows awareness of sound _ follows simple conversations
qualities (e.g., soft/loud, _ distinguishes between opinions and
near/ far) _ repeats short sentences facts
_ recognizes and imitates _ listens to and enjoys stories read in whole _ asks thoughtful questions
sound sequences (noting class situations _ makes inferences
first/last/ middle, same/ _ makes predictions from pictures or stories _ recognizes imagery
different) read to him/her
_ enjoys listening to stories _ recognizes cause and effect
_ locates a specific item in a picture or
and making predictions sequence of illustrations after hearing a _ recognizes key ideas and pertinent
about them question details
_ sequences a series of pictures about _ summarizes major ideas and
Notes: events after hearing a story or watching supporting evidence
a video _ responds to the moods and emotions
_ answers questions after hearing a story conveyed
_ follows two-step directions _ draws conclusions
_ answers detail questions after hearing a _ retells, paraphrases, and explains what
story (who, where, when, how, what) was heard
_ listens to informational texts and retells _ makes notes
important information _ makes judgements and evaluates
_ listens attentively and courteously in what was heard
pairs, small groups, and whole class _ gives a well-considered response
Notes: Notes:



Sample K-12 Listening Continuum Checklist (continued)
• listening is different than hearing • effective listeners apply a range of strategies to
• effective listeners use different strategies for different comprehend, interpret, evaluate, and appreciate an oral
purposes (e.g., full comprehension, remember key ideas, presentation
personal enjoyment) • effective listeners suspend biases, judgements, and
• effective listeners are respectful expectations that could interfere with reception of
• effective listeners assess the validity of the presenter’s message
message. • effective listeners analyze the message and its underlying
assumptions carefully and critically.
Student: Student:
_ is ready and willing to be attentive _ differentiates among intent (purpose), message, speaker,
and style
_ is prepared to deal with distractions
_ uses appropriate strategies when listening for different
_ is respectful of the speaker purposes including:
_ practises the behaviours of effective listeners including: _ anticipating the speaker’s point(s)
_ anticipating message and setting purpose for listening _ making connections
_ making and confirming predictions _ finding meaning
_ making connections to prior knowledge and _ making and confirming predictions
experiences
_ making and confirming inferences
_ monitoring understanding
_ recognizing main ideas and relevant supporting details _ attending to the pragmatic, textual, syntactic, semantic,
and graphophonic cues found in texts
_ reflecting on and assessing understanding _ reflecting and evaluating
_ giving feedback _ paraphrases a speaker’s purpose and point of view
_ is sensitive to body language of speaker _ asks relevant questions concerning the speaker’s
_ differentiates between fact and opinion content, delivery, and purpose
_ differentiates between emotional and rational language _ summarizes and draws reasonable conclusions
_ raises questions when communication is unclear _ identifies organizational patterns in presentation
_ uses strategies to remember message _ makes accurate and useful notes while listening
_ follows a detailed set of directions _ analyzes presentations for reliability
_ summarizes an oral presentation _ analyzes presentations for logic and emotional appeal
_ expresses personal response to message _ recognizes underlying values
_ evaluates ideas presented in conversation, discussions, _ recognizes speaker’s perspective, biases, and tone
interviews, and speeches _ recognizes logical fallacies and propaganda techniques
_ identifies strengths and areas for improvement in used by speaker
listening _ understands and appreciates the power of language in
oral communication
Notes: _ critiques constructively on what was presented
_ supports conclusions with reference to what was
presented
listening

Notes:



Sample Listening Strategies Questionnaire

Name: _______________________________________________________ Date: __________________________________

1. When I have difficulty hearing, I:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

2. When I have difficulty understanding what a speaker means, I:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

3. When I agree with a speaker’s message, I usually:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

4. When I disagree with a speaker’s message, I usually:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

5. My responsibility as a listener in any situation is:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

6. As I listen to someone speak, I do the following things to help myself understand the message:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

7. The most important thing that I know about listening is:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________



Sample Self-assessment Listening Inventory
Name: _________________________________________________ Date: __________________________
Check the appropriate column Yes No Sometimes
Learning How to Listen
• Do I pay attention?
• Do noises in the room interrupt my careful listening?
• Am I willing to judge the speaker’s ideas without letting my own ideas get
in the way?
• Do I find the speaker’s personal habits distracting (e.g., clearing the throat
constantly)?
Listening for Information
• Can I organize in my mind what I hear so that I can remember it?
• Can I think of questions to ask the speaker about ideas that I do not
understand?
• Do I learn the meaning of unknown words from the rest of what the
speaker says?
Listening Critically
• Can I separate facts from explanations or from opinions?
• Can I tell the difference between important and unimportant details?
• Can I pick out unsupported points that a speaker makes?
• Am I able to accept points of view that differ from my own?
Listening Creatively
• Am I able to identify specific words or phrases that impress me as I listen?
• Do I get caught up in the poem, story, or play so that I believe the action is
truly taking place?
• Am I able to put what I hear into my own words so that I can describe it to
others?
Comments

Note: These criteria apply to a variety of listening situations. Teachers and students may design their own
listening inventory using some of these examples as a starting point.
(Adapted from Mowbray & George, 1992, p. 64. Used with permission of Pembroke Publishers.)



Sample Checklist and Observations of Listening Skills and Strategies
Name: _________________________________________________ Date: __________________________
Before Observations
What does the student do before listening?
_ Thinks about why he/she is listening
_ Thinks about what he/she already knows and needs to know about the topic
_ Considers additional background knowledge
_ Asks questions
_ Considers vocabulary that might be used
_ Sets purposes
_ Considers a listening strategy
_ Other:

During
What does the student do during listening to construct meaning?
_ Focuses (e.g., on the topic, the message, listening process)
_ Makes connections to presentation, experiences, and other texts
_ Constructs mental images
_ Determines speaker’s purpose
_ Makes notes
_ Identifies unfamiliar words
_ Other:

After
What does the student do after listening?
_ Responds
_ Discusses
_ Evaluates
_ Asks questions
_ Listens again (if possible) to deepen understanding or pleasure
_ Builds on and extends what is heard (e.g., posing new questions, writing,
drawing, dramatizing, researching)
_ Other:



Listening
Class: _________________________________________________ Date: __________________________
Before Observations
Pragmatic Cues and Conventions
listeners) of the speaker
_ Identifies the “tone” of the speaker
_ Identifies “point of view” of the speaker
_ Other:
_ Recognizes the organizational framework of the presentation
_ Recognizes the organizational patterns within the presentation
(e.g., cause and effect, comparison/contrast, chronological
sequence)
_ Other:
Syntactical Cues and Conventions
_ Uses sentence structure cues
_ Recognizes the key words in a sentence (e.g., the verb)
_ Recognizes how variations affect the meaning of a sentence
_ Recognizes how pause, stress, and juncture affect the meaning of
the sentence
_ Other:
Semantic Cues and Conventions
_ Recognizes and understands the key words in the text
_ Recognizes the meaning of particular words in the context of
surrounding words and phrases
_ Recognizes and uses word parts (e.g., affixes and root words) to
identify unknown words
_ Recognizes the connotation of particular words
_ Recognizes the images evoked by particular words
_ Uses a dictionary to clarify unknown words
_ Other:
Graphophonic Cues and Conventions
_ Recognizes familiar words
_ Uses sound cues within words to get the pronunciation and
possible associations of word to context (and meaning)
_ Other:
_ Recognizes and interprets the audio (e.g., music and sound effects),
visual (e.g., graphs, charts, tables, diagrams, photographs), and
multimedia (e.g., video clip) aids used to support and clarify the
presentation
_ Other:



Sample Listener Self-assessment for Oral Reading
This checklist is an example of one that might be used by listeners to assess their own listening progress. It may
be adapted for use as a peer or teacher assessment form.
Name: _________________________________________________ Date: __________________________

Check “yes” or “no” and state a reason for your answer.
Yes No Reason

1. Was I prepared and willing to listen to the reader? ___ ___

2. Did I think about what was being read? ___ ___

3. Did what I heard make sense to me? ___ ___

4. Did I enjoy listening? ___ ___

5. Was I able to predict some events before they were read aloud? ___ ___

6. Was I able to summarize what was read aloud? ___ ___

Some abilities I have as an effective listener are:

I can improve in the following areas to become a more effective listener:

Teacher Comments:



Sample Analytic Scoring Rubric for Listening
Listening Skills and Consistently and Uses a range of Uses some basic Uses few strategies
Strategies ably uses a range of strategies before, strategies before, before, during, and
strategies before, during, and after the during, and after the after the listening
during, and after the listening process. listening process. process.
listening process.
Comprehension Demonstrates Demonstrates clear Demonstrates some Demonstrates limited
thorough understanding of understanding of understanding of
and insightful ideas, information, ideas, information, ideas, information,
understanding of concepts, and/or concepts, and/or concepts, and/or
ideas, information, themes in text. themes in text. themes in text.
concepts, and/or
themes in text.
Explains the Identifies the explicit Identifies the explicit Identifies explicit
the explicit and in the text. implicit messages in difficulty identifying
implicit message in the text. the implicit messages
the text. in the text.
Explains in a thorough Explains how ideas are Explains in a simple Has difficulty
and insightful organized and how way how ideas are explaining how ideas
way how ideas are key conventions and organized and how are organized and
organized and how elements/ techniques some key conventions how conventions and
key conventions and have been used to and elements/ elements/techniques
elements/techniques achieve particular techniques have have been used for
have been used for effects. been used to achieve effect.
effect. particular effects.
Response Responds critically Responds personally May need assistance Needs assistance
and thoughtfully to and thoughtfully to to respond from and prompting to
text. text. personal viewpoint. respond from personal
viewpoint.
Responds personally Responds personally Responds personally Responds personally
with a high degree with considerable with some detail and with prompting or
of detail and detail and evidence. support. other supports with
effectiveness. limited detail and
support.
Responds critically Responds critically Responds with some Responds with limited
with a high degree with considerable analysis. analysis and support,
of analysis and analysis and evidence. if prompted.
effectiveness.
Makes connections Makes connections Makes connections Makes connections
with other texts with with other texts with other texts with with other texts with
a high degree of with considerable some understanding. limited understanding,
understanding. understanding. when prompted.
Identifies and explains Identifies and Identifies personal Shows a limited
overt and covert bias; explains overt bias in bias only. awareness of personal
avoids and actively presentations. bias in presentations.
challenges bias in
presentations.



Sample Assessment Summary for Listening

Student’s Name: _______________________________________ Date: ___________________________

Task(s): ________________________________________________________________________________

Text(s): _________________________________________________________________________________
Developmental Level: [ ] Emerging Phase, [ ] Early Developing Phase, [ ] Developing Phase, [ ] Extending Phase,
[ ] Specialized Phase
Listening Comprehension Overall (Select Performance Level)
‰ Listens to understand (5) listens carefully and with interest and demonstrates a good recall and thorough and
‰ Demonstrates insightful understanding of ideas, information, concepts, and/or themes heard
understanding of (4) listens attentively and with interest and demonstrates a good recall and clear
presentation understanding of ideas, information, concepts, and/or themes heard
(3) listens attentively and demonstrates an adequate recall and some understanding of
ideas, information, concepts, and/or themes heard
(2) listens but is easily distracted and demonstrates an inadequate recall or limited
understanding of ideas, information, concepts, and/or themes heard
(1) listens but has difficulty focusing and demonstrates little or no recall or
understanding of ideas, information, concepts, and/or themes heard
Comprehension and Makes Connections (Select Performance Level)
Response (5) makes connections with text and with prior knowledge, experiences, and other
‰ Makes connections texts with a high degree of insight
with text and with prior (4) makes connections with text and with prior knowledge, experiences, and other
knowledge, experiences, texts with considerable insight
and other texts (3) makes connections with text and with prior knowledge, experiences, and other
‰ Comprehends key ideas texts with some understanding
and supporting details (2) makes connections with text and with prior knowledge, experiences, and other
presented in an oral texts with limited understanding
presentation (at both the (1) makes no connections with text and prior knowledge, experiences, and other texts
explicit and implicit levels –
Comprehends Content and Ideas (Select Performance Level)
literally interpreting what is
(5) identifies the overall message and key ideas and can explain the relationship
not stated)
between the explicit and implicit messages in a text
‰ Recognizes the overall
(4) identifies the overall message and key ideas and can explain the explicit and
structure of the
implicit messages in a text
presentation and the
(3) identifies the explicit and some of the implicit messages in a text
organizational pattern(s)
used within the text (2) identifies the main ideas and some key ideas but has difficult identifying the implicit
messages in a text
‰ Responds personally
(1) identifies neither the explicit nor implicit messages in a text
‰ Responds critically
Recognizes Organization and Techniques (Select Performance Level)
(5) explains in a thorough and insightful way how ideas are organized and how key
conventions and elements/techniques achieve a particular effect
(4) explains in a thorough way how ideas are organized and how key conventions and
elements/techniques achieve a particular effect
(3) explains in a clear way how ideas are organized and how some key conventions and
elements/techniques achieve particular effects
(2) explains with difficulty how ideas are organized and how conventions and
elements/techniques are used for effect
(1) explains neither how ideas are organized nor how conventions and elements/
techniques are used for effect


Sample Assessment Summary for Listening (continued)
(1) gives little or no response
(5) responds critically with a high degree of analysis: identifies and explains overt and
covert bias; explains and actively challenges bias in text
(4) responds critically with considerable analysis and support: identifies and explains
overt bias in text
(2) responds critically with limited analysis and support: shows a limited awareness of
personal bias
(1) responds with no support
‰ Processes: Listening Knows and Uses Listening Skills and Strategies (Select Performance Level)
Comprehension Skills and (5) demonstrates mastery of the appropriate before, during, and after listening skills
Strategies and strategies
‰ Listens strategically using (4) demonstrates understanding and consistent use of the appropriate before, during,
appropriate skills and and after listening skills and strategies
strategies before, during, (3) uses with relative ease the important before, during, and after listening skills and
and after hearing a text strategies modeled in a lesson
‰ Uses language and visual (2) uses some of the listening skills and strategies but not with proficiency
cueing systems to build (1) makes little or no use of the appropriate listening skills and strategies
meaning
Comments:

Listening Assessment Task Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9 Task 10
Score(s) for each assignment
given
Reflection on Listening Reflects on Listening Behaviours and Strategies (Check Appropriate Boxes)
Behaviours ‰ can talk about own strengths and learning targets
‰ can explain what to do when listening
‰ can talk about how presenter used language to affect listeners’ responses
Anecdotal Comments and Comments and Observations
Consideration of Other
Factors (e.g., preferences,
habits, attitudes, confidence,
involvement, time
management, responsibility)



Reading Forms
Sample K-12 Reading Continuum Checklist
• illustrations carry a • what can be said can be written and read • reading is a process of constructing
message that can be • print is read from top to bottom, left to meaning
“read” right • reading can be done for different reasons
• print carries a message • words such as “letter”, “word”, and or purposes
• print in the environment “sentence” are used to describe print • readers use a variety of strategies.
carries messages in signs, features
labels, and logos • texts are written in a variety of formats.
• stories can be
remembered and retold.
_ shows interest and _ knows alphabet letters and sounds _ reads for a variety of purposes
enjoyment in looking at _ shows interest in the meaning of words _ relates previous experience and
books and listening to in books knowledge to what is read
stories
_ reads back short experience stories _ visualizes what is being read
_ holds book right-side up written by teacher
and turns pages from _ predicts and confirms content, events,
right to left _ follows a line of print on experience and outcomes
chart as it is read
_ shows where (physically) _ makes and confirms inferences
the story starts and ends _ follows a line of print in enlarged text _ draws conclusions
_ imitates reading _ understands concept of word _ questions and adjusts strategy when
behaviours (e.g., turning _ recognizes own name in print and a few meaning is unclear
pages and telling a story high frequency words
using the pictures) _ recognizes cause and effect
_ understands the concept of letter
_ uses “book language” _ finds main ideas and specific
(matches capital letters with lower case
(e.g., Once upon a time … information
letters)
Then … The end) _ uses a combination of contextual,
_ recognizes word families
_ enjoys hearing favourite structural, and graphophonic clues
stories over and over _ uses phonetic skills to decode unknown _ uses other supports (e.g., dictionary)
again words to confirm meaning
_ recognizes some letters _ uses picture cues and context to make _ recognizes multiple meaning of words
or words (e.g., own name, meaning including antonyms, synonyms, and
classroom labels, signs, _ finger-points when reading homonyms
and other environmental independently
print) _ adjusts silent and oral reading rate
_ makes meaningful predictions and is
Notes: _ self-selects a variety of reading
able to support them materials using certain criteria
_ participates confidently in shared and _ uses self-correction strategies during
guided reading independent reading
_ responds to reading in a variety of ways _ compares texts by various authors
_ uses content and knowledge of sentence _ recognizes similarities and differences
structure to self-correct among experiences, lifestyles, and
_ demonstrates fluency and expression in cultures represented in texts
oral reading _ makes use of phrasing and
Notes: expression in oral reading
Notes:



Sample K-12 Reading Continuum Checklist (continued)
• reading is a means of learning and enjoyment • effective readers use a range of reading strategies before,
• reading requires different strategies and rates depending during, and after interacting with texts to comprehend,
on purpose and difficulty of the text. interpret, evaluate, and appreciate what is written
• reading a range of text – prose fiction and non-fiction,
drama and poetry – extends one’s understanding of self
and of the world
• different texts shape our view of the world and shape us
personally.
Student: Student:
_ reads for information, pleasure, and personal interest _ reads to clarify and extend own thinking
_ reads silently for extended periods _ reads a wide range of texts to gain insights into personal
and social worlds
_ reads narrative and expository texts aloud with correct
pacing, intonation, and expressions _ reads for pleasure and personal interest
_ uses key reading strategies with efficiency including: _ uses a range of reading strategies including:
_ previewing _ making connections
_ making and confirming predictions _ finding meaning
_ making connections to prior knowledge and _ making and confirming predictions
experiences _ making and confirming inferences
_ attending to the pragmatic, textual, syntactic, _ attending to the pragmatic, textual, syntactic,
semantic, and graphophonic cues semantic, and graphophonic cues found in texts
_ monitoring understanding and using self-correction _ reflecting and evaluating
strategies
_ skimming, scanning, or reading closely according to
_ recognizing main ideas and relevant supporting purpose
details
_ relates literary works and authors to universal themes
_ reflecting on and assessing meaning as understood and issues, and to personal experiences
_ adjusting reading rate according to purpose, _ forms and defends personal judgements about a
familiarity with content, and difficulty passage or text
_ discerns author’s intent _ analyzes and evaluates the effectiveness of a text based
_ comprehends literal and inferential meaning on a variety of criteria
_ synthesizes and summarizes ideas read from multiple _ supports important ideas and viewpoints through
passages or paragraphs accurate and detailed reference to the text
_ compares (and contrasts) texts _ recognizes major forms and techniques in texts
_ responds to comprehension questions with appropriate _ discerns social comments made in written works
support _ considers social and historical contexts for authors and
_ reads and follows written directions their works
_ interprets the denotative and connotative meanings of _ analyzes the ways in which tone, mood, irony, point of
words view, and author’s style achieve specific purposes
_ identifies the literal and figurative meanings of words _ evaluates the accuracy and usefulness of information
and ideas
_ recognizes imagery, including words, phrases, and
sentences that express sensory impression, feelings, and _ outlines, paraphrases, and summarizes ideas
emotions _ compares (and contrasts) texts
_ identifies strengths and areas for improvement in _ draws conclusions and makes generalizations from texts
reading
_ gathers, evaluates, and synthesizes data from a range of
Notes: texts
reading
Notes:



Sample Reading Interest/Attitude Inventory

Name: ________________________________________ Date: ________________________

Answer the following questions to help me learn about you and about your reading interests.

A. Some activities that I presently enjoy doing are: (Circle these).

B. Some activities that I am interested in trying or watching are: (Underline these).
jogging horseback riding gardening
roller skating/blading tennis raising animals
board games sewing showing dogs
drawing/painting listening to music swimming
archery gymnastics diving
cross-country skiing ice skating dancing
fishing/hunting basketball attending music concerts/shows/raves
writing letters talking to friends attending theatre
writing poems/stories soccer watching television
acting in plays golfing computers
carpentry reading novels playing card games
photography video games visiting museums
movies bowling water skiing
downhill skiing hockey playing a musical instrument
reading newspapers/magazines volleyball skateboarding
cheerleading reading non-fiction snowshoeing
reading poetry track and field arts and crafts
sculpture/pottery cooking martial arts
backpacking/hiking singing canoeing/boating
recording music building models playing pool
texting social networking

C. Other activities that I enjoy or would like to try are:

D. From the activities listed in sections B and C above, the three I like most, in order of preference are:

1) ___________________
2) ___________________
3) ___________________



Sample Reading Interest/Attitude Inventory (continued)
E. The kinds of books I like to read most are: (Circle your three favourite types).
poetry mystery
science fiction fantasy
romance sports
non-fiction science
autobiography/biography historical fiction
horror myths/legends
adventure others ____________

F. The newspapers I read are:
_____________________________________________________________________________________

G. The sections of the newspaper I prefer are: (Check your choices).
__ sports __ editorials __ comics __ news articles __ other (list)____________________

H. The magazines I read are:
___________________________________________________________________________________

I. Answer each of the following questions briefly.
1) I have pets: ___ Yes ___ No

What kind? _____________________________________________________________________

2) I collect the following things: _______________________________________________________
_______________________________________________________________________________

3) I own books: ___ Yes ___ No
Approximately how many? _____________
I borrow books from the library: ___ Yes ___ No
Approximately how many each week? _____________
4) I enjoy having someone read to me: ___ Yes ___ No

5) When asked to read aloud, I feel: _________________________________________________



Sample Reading Interest/Attitude Inventory (continued)
6) My favourite school subject is: ____________________________________________________

Reason: ________________________________________________________________________
_______________________________________________________________________________

7) The best book I have ever read is: ___________________________________________________

Reason: ________________________________________________________________________
_______________________________________________________________________________

8) A book that I would like to own is: ___________________________________________________

J. One thing that I learned about myself from taking this interest/attitude inventory is:



Sample Reading Strategies Questionnaire
Name: _____________________________________ Date: __________________
1. Do you think that you are a good reader? ___ Yes ___ No Why or why not?
______________________________________________________________________________________
______________________________________________________________________________________
2. What causes you the greatest difficulty when you try to understand what you read?
______________________________________________________________________________________
______________________________________________________________________________________
3. What could you do to be better at understanding what you read?
______________________________________________________________________________________
______________________________________________________________________________________
4. What do you do when you come to a word that you do not understand?
______________________________________________________________________________________
______________________________________________________________________________________
5. What types of reading materials are easiest for you to understand?
______________________________________________________________________________________
______________________________________________________________________________________
6. What might stop you when you are reading?
______________________________________________________________________________________
______________________________________________________________________________________
7. a) When you are reading and you have difficulty, what do you do?
_______________________________________________________________________________
_______________________________________________________________________________
b) Do you ever repeat what you are reading in your own words? ___ Yes ___ No
c) Do you ever reread something that does not make sense? ___ Yes ___ No
d) Do you ever ask yourself questions as you read? ___ Yes ___ No
8. What is the best advice you have ever been given about reading?
______________________________________________________________________________________
______________________________________________________________________________________



Sample Checklist and Observations of Reading Skills and Strategies
Name: _________________________________________________ Date: __________________________
Before Observations
What does the student do before reading?
_ Activates knowledge
_ Builds some background knowledge
_ Previews text
_ Asks questions
_ Considers vocabulary that might be used
_ Focuses interest and sets purposes
_ Considers a reading rate and strategy
_ Other:

During
What does the student do during reading to construct meaning?
_ Makes connections to text, experiences, and other texts
_ Constructs mental images
_ Self-monitors and self-corrects
_ Adjusts rate or strategy
_ Pauses, thinks, and makes notes
_ Other:

After
What does the student do after reading?
_ Responds personally
_ Discusses ideas and thoughts
_ Evaluates what was read
_ Reads again to deepen understanding or pleasure
_ Builds on and extends what is read (e.g., posing new questions,
writing, dramatizing, researching)
_ Other:



Reading
Class: _________________________________________________ Date: __________________________
readers) for the text
_ Identifies the “tone” of the author or story
_ Identifies “point of view” of the author or story
_ Other:

_ Recognizes the organizational framework of the text (e.g., title,
preface, table of contents, index)
_ Recognizes the genre of the text
_ Recognizes the unique features of the genre
_ Recognizes the organizational patterns within the text (e.g., cause and
effect, comparison/contrast, chronological sequence)
_ Other:

_ Uses sentence structure cues
_ Recognizes the key words in a sentence (e.g., the verb)
_ Recognizes how variations affect the meaning of a sentence
_ Recognizes how punctuation affects the meaning of the sentence
_ Other:

_ Recognizes and understands the key words in the text
_ Recognizes the meaning of particular words in the context of
surrounding words and phrases
_ Recognizes and uses word parts (e.g., affixes and root words) to
identify unknown words
_ Recognizes the connotation of particular words
_ Recognizes the images evoked by particular words
_ Uses a dictionary to clarify the meaning of unknown words
_ Other:

_ Recognizes familiar words in print
_ Uses letter-sound cues to identify unknown words
_ Reads fluently and with expression
_ Other:

_ Recognizes the purpose of and interprets the bolded sections,
illustrations, diagrams, charts, and other organizational aspects of text
_ Other:



Sample Proficient Reader Protocol: Anecdotal Notes
Student: __________________________________

The Reader: Date and Evidence Date and Evidence
understands that reading is a sense-
making process

___ Yes ___ No

is able to link prior knowledge to the
information in the reading material

___ Yes ___ No

knows when his or her processing
efforts are effective or ineffective

___ Yes ___ No

demonstrates behaviour that indicates
difficulty in processing the structures
on the printed page

___ Yes ___ No

is able to adjust his or her
comprehension strategies to fit the
diverse demands of a wide variety of
reading material

___ Yes ___ No

Note: Add columns for additional anecdotal notes.



Sample Reading Inventory and Miscue Analysis Guidelines
Both the oral and silent readings of a text can give insights into the students’ reading strengths and needs.
Using an Informal Reading Inventory (IRI), an Analytic Reading Inventory (ARI), a Qualitative Reading Inventory
(QRI), or simply selecting a 100-word passage from material (narrative and non-narrative) that Middle Level
students are reading can yield information related to both their oral and silent reading competencies.
1. To assess students’ oral reading abilities and sight word vocabulary and word recognition skills in context,
individually give students an unfamiliar grade-level-designated passage to read orally.
2. Ask each student individually to orally read the passage.
• Record the types of errors or miscues made on a copy of the passage or use a running record. In
particular, note:
• mispronunciations (record the incorrect response about the word misread)
• substitutions (record the substituted word above the one missed)
• omissions (circle the omitted word or words)
• insertions (caret in the extra word)
• repetitions (draw a wavy line under repeated words)
• teacher tells the word (supply the needed word and write “T” if the student pauses for longer than 5
seconds).
3. After reading the passage, ask the student to recall (“retell”) the main ideas and important details.
4. Follow the retelling by asking the student questions that measure both the vocabulary and
comprehension of what has been read and that address portions of the text that were missed in the
retelling.
5. Determine student’s reading level based on the number of word recognition errors or miscues that
inhibit understanding. The student is considered to be reading at his/her independent reading level if s/he
scores 96-100% on the word analysis skills in a 100-word passage. If s/he averages two to five errors (90-
95%), s/he is considered to be reading at his/her instructional reading level. If s/he scores 95% or less, s/he
has reached his/her frustrational reading level.
6. Analyze the student’s word recognition strategies. The student’s word accuracy and analysis skills
(including use of context clues, looking for meaningful word parts such as prefixes, suffixes, and root
words; making analogies to known words; looking for familiar word patterns and chunks) and the
types of miscues being made during oral reading can also be analyzed for their effect on the student’s
understanding of the text. Miscues can be considered for their:
• syntactic acceptability (i.e., Do the miscues occur in sentences that are syntactically acceptable and
therefore show the student’s understanding of the sentence structure and oral language competency?)
• semantic acceptability (i.e., Do the miscues result in a change of meaning or do the miscues or corrections
that the student makes indicate an understanding of the intent of the word?)
• graphic and sound similarity (i.e., Do the miscues indicate a misreading of parts of words because of
similarities in appearance or sound within those words?)
• intonation or dialect variation (i.e., Do the miscues occur as a result of a change in stress or emphasis
within a word or because of a student’s dialect differences?).
If a miscue does not change the intended meaning of the text or if there is an attempt to self-correct a miscue,
the miscue should be judged acceptable.
To assess a Middle Level student’s silent reading comprehension, have the student read an unfamiliar grade-
level-designated passage silently.
7. Give students the passage to read silently.
8. After the students have read the passage, ask the students to recall (retell) orally or in writing the main
ideas and important details.



9. Pose questions prepared to assess students’ abilities to understand key vocabulary, to use specific reading
strategies, and to comprehend the text in general.
10. Analyze the retelling and the responses to the questions to determine the students’ understanding of the
text and the strategies employed before, during, and after reading. Do students:
• preview the text (including title, author)?
• set a purpose for reading?
• reflect upon, share, and use prior knowledge?
• make, confirm, and adjust predictions?
• make personal connections (including text to self, text to other texts, text to the world)?
• create mental pictures of what they are reading?
• determine the key ideas and important supporting details?
• make and confirm inferences and draw conclusions while reading?
• ask questions of the text and seek answers to the questions (on the page and off the page)?
• use the language cues and conventions of the text (e.g., author’s intent, text features, graphics or charts
provided) to construct and confirm meaning?
• monitor their understanding and use a variety of “fix-up” strategies (e.g., reread) when their
comprehension breaks down?
• summarize and synthesize periodically what the text has said using mental or written summaries,
diagrams, outlines, and other strategies?
• react to the text by making personal connections to experiences or other texts, give opinions of the
text and justify the opinions, ask additional questions, cite specific evidence to support opinions or
preferences?
• retell the content cohesively and completely (including all main ideas and supporting details in a proper
sequence)?
Students who read text too slowly, orally or silently, are likely to have difficulty connecting ideas and
remembering important details. Students’ reading fluency and confidence can be determined during oral
reading (i.e., rate, accuracy, phrasing, and expression) and during silent reading (i.e., rate). Although fluency
rates will differ according to reading purpose and text type, Allington (2001) identifies the “general range of
adequate reading rates by grade levels”:
Grade 6: 195-220 Words per Minute (WPM)
Grade 9: 250-270 Words per Minute (WPM).
The quality and level of the students’ response to the text can also be determined. Response can range from
the simple identification and recall of information (e.g., who, what, when, where, how) to analysis and synthesis
(e.g., What solutions might work here? or A conclusion that I am drawing is …), to evaluation (e.g., I like/do
not like … because … or The most important message is …), to evaluation of the author’s craft and technique
(e.g., A “golden” line for me is … This part stands out for because … or I like how the author uses … to show
…). Depending on the type of reading materials and their reading experiences, Middle Level students are
able to become objective about a text and their response to it, and are able to compare their own knowledge,
experiences, and values to the work being read (Early, 1960).



Sample Analytic and Informal Reading Inventory
Recordkeeping Chart
Informal Reading Inventory
Student Name Text/ Readability Oral Compre- Reading Retelling
Passage/ Level of Reading hension Rate Rating
IRI Text Score Score

Informal Reading Inventory Standards: Calculating Word Accuracy:
_ errors in ___ words = accuracy rate percentage
Level Word Accuracy Comprehension
Independent 95-100% 90-100% Calculating Comprehension:
Instructional 90-95% 70-90% _ errors in ___questions = comprehension percentage
Frustrational Below 90% Below 70%
Calculating Reading Fluency:
Words in passage =___
Reading time: ___minutes ___ seconds
Convert seconds into a decimal fraction



Sample Chart for Recording Students’ Use of Comprehension Processes and
Reading Strategies
Student Name Some Comprehension Processes and Strategies Observed

Previews Sets a purpose Considers prior Makes, confirms, Makes personal
knowledge adjusts connections
predictions



Sample Chart for Analysis of Students’ Retelling and Response
Level 5: Very cohesive and complete retelling and response. Student includes all main ideas and supporting details,
sequences material properly, infers beyond the text, makes sophisticated connections of text to personal experience
and/or background knowledge, summarizes, gives opinion of text and justifies it, and may ask additional questions.
Level 4: Cohesive and complete retelling and response. Student includes most main ideas and supporting details,
sequences material properly, makes logical connections to personal experience and/or background knowledge,
summarizes, and gives opinion of text and justifies it.
Level 3: Fairly complete retelling and response. Student includes some main ideas and details, correctly sequences
most material, makes some straightforward connections to personal experiences and/or background knowledge, and
gives opinion of text.
Level 2: Incomplete retelling and response. Student includes a few main ideas and details, has some difficulty putting
material in sequence, makes limited connections to experience and/or background knowledge, may give irrelevant
information, and gives opinion of text.
Level 1: Very incomplete retelling and response. Student gives details only or demonstrates inadequate
understanding of text, sequences material poorly, gives irrelevant information, and makes no connections to experience
and/or background knowledge.
(Adapted from Moss 2004, p. 717, and Irwin & Mitchell, 1983, p. 77.)
Student Name Level 5 Level 4 Level 3 Level 2 Level 1



Sample Observation Checklist: Metacognitive Strategies

Student: ___________________________________ DA - Developing Adequately

Date: ______________________________________ NI - Needs Improvement
DA NI
Links prior knowledge before reading

Develops purpose for reading

Uses titles or illustrations to preview and predict content/events

Makes connections to text, experiences, and other texts

Makes and confirms predictions

Makes and confirms inferences

Self-monitors and self-corrects

Notes main ideas and key supporting details

Pauses, reflects, and makes notes

Rereads to deepen understanding

Summarizes what has been read

Notices and considers author’s craft and techniques

Evaluates what has been read

Summary of student abilities and needs:

Recommendations:



Sample Analytic Scoring Rubric for Reading
Reading Skills and Consistently and Uses a range of Uses some basic Uses few strategies
Strategies ably uses a range of strategies before, strategies before, before, during, and
strategies before, during, and after the during, and after the after the reading
during, and after the reading process. reading process. process.
reading process.
Comprehension Demonstrates Demonstrates clear Demonstrates some Demonstrates limited
thorough understanding of understanding of understanding of
and insightful ideas, information, ideas, information, ideas, information,
understanding of idea, concepts, and/or concepts, and/or concepts, and/or
information, concepts, themes in text. themes in text. themes in text.
and/or themes in text.
Explains the Identifies the explicit Identifies the explicit Identifies explicit
the explicit and in the text. implicit messages in difficulty identifying
implicit messages in the text. the implicit messages
the text. in the text.
Explains in a thorough Explains how ideas are Explains in a simple Has difficulty
and insightful organized and how way how ideas are explaining how ideas
way how ideas are key conventions and organized and how are organized and
organized and how elements/ techniques key conventions and how conventions and
key conventions and have been used to elements/techniques elements/ techniques
elements/ techniques achieve particular have been used to have been used for
have been used for effects. achieve particular effect.
effect. effects.
Response Responds critically and Responds personally Responds personally Needs assistance
thoughtfully to text. and thoughtfully to to text. and prompting to
text. respond from personal
viewpoint.
Responds personally Responds personally Responds personally Responds personally
with a high degree with considerable with some detail and with limited detail and
of detail and detail and support. support. support.
effectiveness.
Responds critically Responds critically Responds critically Responds critically
with a high degree with considerable with some analysis with limited analysis
of analysis and analysis and support. and support, when and support, when
effectiveness. prompted. assisted.
Makes connections Makes connections Makes connections Makes connections
with other texts with with other texts with other texts with with other texts with
a high degree of with considerable some understanding. limited understanding.
understanding. understanding.
Identifies and explains Identifies and Identifies personal Shows a limited
overt and covert bias; explains overt bias in bias only. awareness of personal
avoids and actively presentations. bias in presentations.
challenges bias in
presentations.



Sample Assessment Summary for Reading


Task(s): ________________________________________________________________________________

Text(s): _________________________________________________________________________________
Developmental Level: [ ] Emerging Phase, [ ] Early Developing Phase, [ ] Developing Phase, [ ] Extending Phase, [ ]
Specialized Phase
Reading Overall (Select Performance Level)
Comprehension (5) comprehends almost all of what is read and demonstrates a good recall and thorough and
Reads to understand insightful understanding of ideas, information, concepts, and/or themes
(4) comprehends most of what is read and demonstrates a good recall and clear
Demonstrates understanding of ideas, information, concepts, and/or themes
understanding of text (3) comprehends most of what is read and demonstrates an adequate recall and some
understanding of ideas, information, concepts, and/or themes
(2) comprehends some of what is read and demonstrates an inadequate recall or limited
understanding of ideas, information, concepts, and/or themes
(1) comprehends little or nothing of what is read and demonstrates no recall or understanding
of ideas, information, concepts, and/or themes
Comprehension and Makes Connections (Select Performance Level)
Response (5) makes connections with text and with prior knowledge, experiences, and other texts with a
Makes connections high degree of insight
with text and with (4) makes connections with text and with prior knowledge, experiences, and other texts with
prior knowledge, considerable insight
experiences, and other (3) makes connections with text and with prior knowledge, experiences, and other texts with
texts some understanding
(2) makes connections with text and with prior knowledge, experiences, and other texts with
Comprehends key
limited understanding
ideas and supporting
(1) makes no connections with text and prior knowledge, experiences, and other texts
details presented in
text (both the explicit Comprehends Content and Ideas (Select Performance Level)
and implicit) (5) identifies the overall message and key ideas, and can explain the relationship between the
explicit and implicit messages in a text
Uses language cueing
systems to build (4) identifies the overall message and key ideas, and can explain the explicit and implicit
meaning messages in a text
(3) identifies the explicit and some of the implicit messages in a text
Responds personally (2) identifies the main ideas and some key ideas but has difficult identifying the implicit
Responds critically messages in a text
(1) identifies neither the explicit nor implicit messages in a text
Recognizes Organization and Techniques (Select Performance Level)
(5) explains in a thorough and insightful way how ideas are organized, and how key
conventions and elements/techniques achieve a particular effect
(4) explains in a thorough way how ideas are organized, and how key conventions and
elements/techniques achieve a particular effect
(3) explains in a clear way how ideas are organized, and how key conventions and elements/
techniques achieve particular effects
(2) explains with difficulty how ideas are organized, and how conventions and elements/
techniques are used for effect
(1) explains neither how ideas are organized, nor how conventions and elements/ techniques
are used for effect


Sample Assessment Summary for Reading (continued)
(1) gives little or no response
(5) responds critically with a high degree of analysis: identifies and explains overt and covert
bias; explains and actively challenges bias in text
(4) responds critically with considerable analysis and support: identifies and explains overt
bias in text
(2) responds critically with limited analysis and support: shows a limited awareness of personal
bias
(1) responds with no support
Processes: Reading Knows and Uses Reading Skills and Strategies (Select Performance Level)
Comprehension Skills (5) demonstrates mastery of the appropriate before, during, and after reading skills and
and Strategies strategies
Reads strategically (4) demonstrates understanding and consistent use of the appropriate before, during, and
using appropriate after reading skills and strategies
skills and strategies (3) uses with relative ease the important before, during, and after reading skills and strategies
before, during, and modeled in a lesson
after reading a text (2) uses some of the reading skills and strategies but not with proficiency
(1) makes little or no use of the appropriate reading skills and strategies
Uses language and
visual cueing systems
to build meaning Comments:

Reading Assessment Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9 Task 10
Task Score(s)
Reflection on Reading Reflects on Reading Behaviours and Strategies (Check Appropriate Boxes)
‰ can explain what to do when reading
‰ can talk about how author used language to affect readers’ responses
‰ can talk about owns strategies for improvement
Anecdotal Comments Comments and Observations
and Consideration of
Other Factors (e�g�,
preferences, habits,
attitudes, confidence,
involvement, time
management,
responsibility)



Representing Forms
Sample K-12 Representing Continuum Checklist

Emerging Phase Early Developing Phase Developing Phase
(K-1) (Grade 1) (Grades 1-5)
• ideas can be represented in a variety • information can be communicated • information and ideas can be
of forms in drama, pictures, sounds, charts, communicated in visual, audio, or
• pictures, illustrations, and other dances, diagrams, models, puppet electronic forms
media forms can be used to tell a plays, others • oral, print, and other media forms
story. • ideas and events can be organized in can be used for a particular purpose
sequence and with detail. • understanding can be represented
in a variety of ways.
_ represents by drawing _ depicts an idea in a new form (e.g., _ uses graphic organizers (e.g., story
creates a chart) maps) to process and organize
_ dramatizes ideas from stories and thoughts
other experiences _ makes choices about the medium
that would best represent an idea _ makes choices about the form
_ cuts and pastes (e.g., draw with crayons, make a that will best depict ideas (e.g.,
_ paints and creates with a variety of simple graph, create a sound piece) construct a model)
media _ depicts events and stories in a _ identifies main idea and important
_ creates three-dimensional objects simple way (e.g., dramatizing details to be communicated
scenes, creating three-dimensional
_ represents stories, ideas, and _ uses a variety of forms and
objects, drawing cartoons)
information in a variety of ways media (e.g., dramas, diagrams) to
represent ideas
Notes: _ identifies a purpose and determines
Notes: a format
_ organizes ideas
_ arranges ideas in logical and
interesting ways
_ seeks responses and reactions from
others to own representations
_ understands audience need for
clarity
_ recognizes most and least
successful or effective aspects of
own representations

Notes:



Sample Representing Continuum Checklist (continued)
Extending Phase Specialized Phase
(Grades 6-9) (Grades 10-12)
• props, movement, visual aids, sound, graphics, and • print, movement, visual, sound, and other media texts
electronic media enhance oral and written presentations are powerful means of representing understanding and
• ideas and messages can be represented in a variety of ideas
ways. • images, sounds, and other effects can enhance the
impact and effectiveness of a representation.
Student: Student:
_ determines purpose, audiences, content, and context for _ knows topic and is comfortable with use of medium
images, sounds, and other effects chosen
_ plans and creates a variety of representations (e.g., chart, _ considers and designs a range of oral, print, and other
model, sound bite, poster, pamphlet, photography, media texts (e.g., charts, tables, pictures, music, slides,
demonstration, video clip, music, dramatization, artifacts) photographs, models, art, dramatizations, multimedia
to enhance appeal, accuracy, or persuasiveness presentations) to express key points, evoke a response,
or persuade target audience
_ selects appropriate medium for projects and reports
_ understands and uses the representing process
_ identifies resources needed to create representation including:
_ decides information, ideas, message that needs to be _ pre-production stage (determining purpose and target
communicated audiences, deciding on explicit and implicit message(s),
_ uses various strategies to plan and to organize materials assessing resources and equipment, developing a plan)
in a way that will be understood _ production stage (creating and organizing print,
_ uses problem-solving strategies while creating and images, sound, or other media texts in the most
exploring how message might best be represented effective way)
_ uses post-production strategies to revise, practise, and _ post-production stage (editing, deleting, adding,
present rearranging, revising visual and audio components,
testing, practising, and presenting)
_ integrates appropriate media into oral and written
representations to enhance or clarify understanding _ captures and holds audiences’ attention (focusing,
directing, and motivating)
_ ensures that use of graphics, sound, and technology
enhances representations _ paces presentation of ideas or materials appropriately
_ adapts a work of literature to another form (e.g., a short _ documents all sources of information giving proper
story to a dramatization, a poem to a sound piece or credit for all work that is not own
collage) _ analyzes the choices made in the design process
_ identifies strengths and areas for improvement in _ ensures that print, images, sound, and media texts
representing work together to create desired effect
_ considers role of colour and lighting, shape, line,
Notes: symmetry, framing, point of view, and other design
features
_ experiments to create interest, unique or effective
layout, order, or other organizational design features
representing

Notes:



Sample Checklist and Observations of Representing Skills and Strategies
Name: _________________________________________________ Date: __________________________
Before Observations
What does the student do before representing?
Finds a topic or idea of personal interest or one appropriate for purpose
and audience
_ Generates ideas for representation by using strategies such as
brainstorming, questioning, graphic organizers, storyboarding,
conferencing, clustering, webbing, discussing, or drawing
_ Accesses and gathers additional ideas and information from external
sources
_ Selects and focuses topic
_ Develops a plan or approach
_ Chooses a format
_ Organizes ideas
_ Considers how multiple mediums could enhance representation
_ Other:

During
What does the student do during representing to communicate
understanding?
_ Explores ways to start
_ Drafts, shapes, connects, and creates
_ Modifies, changes, and problem solves
_ Reflects and clarifies
_ Other:

After
What does the student do after representing?
_ Reviews and edits content
_ Reviews and edits form and organization
_ Checks representation for clarity, precision, and appropriateness
_ Attends to conventions, elements, or techniques
_ Confers and discusses
_ Shows concern for overall appearance
_ Shares
_ Other:



Representing
Class: _________________________________________________ Date: __________________________
_ Considers the purpose (intent) and potential audience (intended
listeners) for the representations
_ Uses appropriate register and tone for purpose, audience, and situation
_ Other:

_ Uses an appropriate organizational framework for the representation
(e.g., sensible order or layout)
_ Uses appropriate organizational patterns within the representation (e.g.,
cause and effect, comparison/contrast, chronological sequence) to help
others understand and follow
_ Uses a consistent point of view
_ Uses appropriate transitions between ideas
_ Other:

_ Uses complete and clear sentences
_ Uses variety in sentence structures
_ Uses correct punctuation
_ Other:

_ Uses words suitable to purpose, audience, and situation
_ Uses words appropriately for their precision, clarity, and connotative
value
_ Uses words appropriately for the images (colourfulness) that are evoked
_ Other:

_ Pronounces words clearly and accurately
_ Spells words correctly
_ Uses correct punctuation and capitalization
_ Other:

_ Uses legible handwriting or appropriate fonts and formatting aids
_ Uses audio (e.g., music and sound effects), visual (e.g., graphs, charts,
tables, diagrams, photographs), and multimedia (e.g., video clip) aids to
represent understanding and ideas clearly
_ Other:



Sample Holistic Representing Rubric
Note: A “representation” could include oral, print, or other media texts. The overall design might include
elements of sound, music, gestures, movement, mime, graphics, illustrations, diagrams, charts, and a
variety of technology.
Level 5: An original and insightful representation
The representation demonstrates an effective and confident command over the elements of design. The topic
is addressed in an original and insightful manner and its representation is appropriate for the audience and
purpose. The representation is well-crafted, consistently and fully developed, and the elements enhance one
another. Any errors in language or technique are likely the result of risk taking.
Level 4: A clear and satisfying representation
The representation demonstrates good control over the elements of design. The topic is addressed in a focused
and consistent manner and its representation is in keeping with the audience and purpose. The representation
is clearly and adequately planned and developed. Errors in more complex or unusual language constructions or
in technique do not unduly impede understanding.
Level 3: A straightforward representation
The representation demonstrates adequate control over most of the elements of design. The topic and its
representation are appropriate to the purpose, and the details and elements are relevant to and supportive
of the main idea or point of the representation. The representation shows evidence of some planning but is
unsophisticated. Some errors in the mechanics of language or in technique may impede understanding.
Level 2: A limited or overgeneralized representation
The representation demonstrates uneven/uncertain control over the elements of design. The purpose of the
representation is sometimes not clear. The topic has a limited focus and the key ideas and their development
are inadequate or poorly presented. The lack of planning makes the focus and development sketchy,
incomplete, or inconsistent. Frequent errors in mechanics of language are common and there appears little
concern for overall appearance or neatness.
Level 1: An unclear and unfocused representation
The representation demonstrates an uncertain grasp of the basic elements of design relative to the purpose.
The purpose of the representation is unclear. The supporting details and elements of design are minimal,
unclear, unrelated, disorganized, or missing. Many errors in mechanics, a limited vocabulary, inappropriate
language usage, or poor design make the representation difficult to understand.
Level N/S: Unacceptable.
The representation is (1) not complete, (2) planned on a topic other than the one assigned, (3) use
inappropriate content, language, or form, (4) illegible or incomprehensible, or (5) has so many language errors
that it is incomprehensible.



Sample Analytic Rubric for Representing
Strong Competent Adequate Developing Not Yet
Criteria Level 5 Level 4 Level 3 Level 2 Level 1
Representation Representation Representation is Representation Representation
is original and is clear and adequate. is limited and is unclear and
insightful. thoughtful. overgeneralized. unfocused.
Message • Message is clear, • Message is clear, • Message is • Message is • Main message or
Quality focused, and focused, and adequately discernible. focus is unclear.
(Ideas and well developed. developed. communicated.
Development)
• Main idea(s) is/ • Most ideas • Most ideas • More details • Ideas are not
are supported and details are are supported are needed to supported and
with insightful, relevant and by relevant support the sometimes
original, and appropriate to details but main idea(s) inappropriate or
interesting the message. representation/ and/or to irrelevant details
details and presentation give a clear are used.
examples. would benefit focus to the
from more representation.
details.
Organization, • Representation • Representation • Representation • Representation • Representation
Coherence, is well-organized has a clear has a does not have a makes it hard
and Design and logically central focus recognizable clear focus. for the viewer/
developed. (main idea) introduction and listener/reader
and a clear conclusion but to determine the
sequence. the central idea main point or
is not sufficiently purpose.
or logically
• There is an • The introduction developed. • The introduction • It lacks
effective provides is weak or organization
introduction, direction for the unrelated to and structure.
middle, and viewer/ listener/ the body of the The introduction
conclusion. reader and the representation. or conclusion
conclusion is The conclusion is ineffective or
appropriate. is weak or non-existent.
inappropriate. Ideas are loosely
Main points strung together.
are poorly
supported.
• Transitions are • Transitions are • Transitions or • Transitions have • There are no
effective and clear. connections are been attempted transitions or
smooth. evident but not but are limited. connecting
always sufficient elements.
or effective.
• There is • There is evidence • There is evidence • Planning seems • Planning and
evidence of of adequate of planning and incomplete or preparation are
careful planning planning and preparation. inadequate. not evident.
and preparation. preparation.
• All elements • Most of the • Some of the • Many of the • Most elements
(e.g., graphics, elements elements elements (e.g., graphics,
movement, (e.g., graphics, (e.g., graphics, (e.g., graphics, movement,
sound, movement, movement, movement, sound, diagrams,
diagrams, charts, sound, sound, sound, photographs,
photographs, diagrams, charts, diagrams, charts, diagrams, charts, spacing, colour,
spacing, colour, photographs, photographs, photographs, lettering) are
lettering) are spacing, colour, spacing, colour, spacing, colour, of limited
effective. lettering) are lettering) are lettering) are effectiveness.
effective. not clear and not as clear or
consistent with effective as they
the purpose. could be.


Level 5 Level 4 Level 3 Level 2 Level 1
Language • Language, • Language and • Language • Language • Language and
Choices and tone, and point tone keep with and tone are and tone are tone may be
of view are the purpose appropriate. acceptable but inappropriate.
Mechanics appropriate to and audience. language is • Writer does not
the purpose and mechanical. consider the
audience. audience or
purpose.
• All spoken • All spoken • Any spoken or • Spoken • Language is
or written or written written sentences or written unclear and
sentences are sentences are are generally sentences are unimaginative.
clear, correct, correct and correct but lack often not correct • Spoken
and varied. show variety. variety in length and lack variety or written
and structure. in length and sentences are
structure. incomplete, run-
on, or simple in
structure.
• Word choices are • Most word • Most word choices • Word choices are • Word choices
interesting and choices are are appropriate common-place are vague or
appropriate. effective. and correct but and lack punch. inappropriate.
they lack flair and
originality.
• Most words are • A couple of • Some words may • Several words • Many words are
spelled correctly. words may be be misspelled. are misspelled. misspelled.
misspelled.
• Correct • There may be • There may be • There may • There are many
punctuation and a couple of some punctuation be several punctuation and
capitalization is punctuation and capitalization punctuation and capitalization
used. and errors. capitalization errors.
capitalization errors.
errors.
• Oral language • Oral language is • Oral language is • Oral language • Message is
is clear and generally clear clear /handwriting is sometimes difficult to
audible/ and audible/ is legible/ unclear or understand
handwriting handwriting is formatting is inaudible/ because of the
is legible/ legible/ fonts adequate. handwriting/ oral language/
formatting is and formatting formatting handwriting/
effective. is appropriate. needs to be formatting.
improved.
Presentation • Presentation has • Presentation • Presentation is • Presentation • Presentation is
(if an overall appeal is clear and satisfactory but is uneven and unsatisfactory,
to the audience, focused. The is not necessarily lacks clarity. sloppy, or
applicable) communicates presentation polished. inadequate.
and appeals to the
complements audience.
the ideas, and
utilizes the
chosen media
effectively.
• Choice and use • Choice of media • Choice and use • Use of media • Choice and use
of media are and elements of media are is uneven of media are
effective and are relevant and adequate. or, at times, limited.
appropriate for appropriate to inappropriate to
purpose and purpose. purpose.
audience.
• The final • The final • The presentation • The presentation • Technical or
presentation is presentation has some appeal communicates conceptual
polished and demonstrates to the audience, incomplete or problems
original. good control communicates inappropriate interfere
over most of the basic message use of the media. with the
the elements of but does not communication.
presentation. always utilize the
media to the best
advantage.



Sample Assessment Summary for Representing

Student’s Name: ____________________________________ Date: _______________________________

Task(s): ________________________________________________________________________________

Text(s): _________________________________________________________________________________

Developmental Level: (1) Emerging Phase, (2) Early Developing Phase, (3) Developing Phase, (4) Extending Phase,
(5) Specialized Phase
Representation Overall (Select Performance Level)
(5) represents understanding confidently and with effect in insightful, clear, and
original representation
(4) represents with ease in a thoughtful and clear representation
(3) represents with relative ease in a straightforward and clear representation
(2) represents with difficulty in a limited or overgeneralized representation
(1) represents with difficulty in a minimal, unclear, disorganized or unsatisfactory
representation

Content: Ideas and Ideas (Select Performance Level)
Organization of a (5) well-focused, insightful, original, interesting
Representation (4) focused, thoughtful, clear
‰ Suitable for representation (3) adequate focus and clear
‰ Content is well- arranged and (2) vague focus and limited but discernible support
appropriate to purpose and (1) confused focus and irrelevant or inappropriate content
audience
‰ Overall design and elements Organization and Development (Select Performance Level)
(i.e., music, graphics, mime, (5) well-organized and developed
illustrations, movement, (4) clearly and logically organized and developed
diagrams, gestures, charts, (3) adequately organized but formulaic or repetitive
timing, spacing, shape, (2) unclear or inconsistently organized and inadequately developed
colour, lettering) are focused, (1) confusing organization and ideas not developed
consistent with purpose

Rating Scale 5 – excellent 4 – good 3 – average 2 – poor 1 – unacceptable



Sample Assessment Summary for Representing (continued)
Process: Representing Skills Strategies
and Strategies Used to Create Can explain what to do when planning
and Present (if applicable) Rating Scale: 5 4 3 2 1
‰ Strategies
‰ Preparation Preparation
Student used appropriate planning, preparation, and rehearsal strategies
‰ Presentation (if applicable)
Rating Scale: 5 4 3 2 1

Presentation (if applicable)
Attention (Presentation holds audience’s attention)

Appearance (Appropriate and effective use of elements and techniques in print,
visual, multimedia, and other texts)

Observations:



Sample Assessment Summary for Representing (continued)
Language and Technique Style
‰ Suitable for audience, Uses language and techniques appropriate for the intended audience and purpose
purpose, medium, and Rating Scale: 5 4 3 2 1
situation
Uses a register and tone and visuals appropriate to purpose

Sentence Fluency
Uses clear sentence structure (i.e., each sentence makes sense)

Uses sentences that vary in length and are well-crafted

Word Choice
Uses appropriate word choices (e.g., precise, colourful)

Mechanics
Spells words correctly

Uses consistent and proper punctuation

Uses consistent and proper capitalization

Uses legible print, handwriting, or appropriate fonts and formatting

Demonstrates concern for overall appearance and neatness

Representing Assessment Task Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9 Task
Score(s) 10

Reflection on Representing Reflects on Representing Behaviours and Strategies (Check Appropriate Boxes)
‰ can explain what to do when representing

Anecdotal Comments and Comments and Observations
Consideration of Other
Factors (e�g�, preferences,
habits, attitudes, confidence,
involvement, time
management, responsibility)



Speaking Forms
Sample K-12 Speaking Continuum Checklist
• talk is useful for explaining • there is sometimes a difference between • speakers must make some
things not here and now the language of home and school adaptations to their language
• talk helps tell stories • people use talk to tell stories, explain, to meet the requirements of the
• talk allows speakers to express request, and ask questions. audience and situation
ideas and feelings. • speakers must project their voice
and speak clearly
• speakers must be courteous and
supportive in group work and co-
operative play.
_ names most things in _ contributes ideas to sharing time _ uses language to develop and
immediate world clarify thoughts and feelings
_ tells an interesting individual language
_ uses simple sentences to experience story _ adapts oral language to purpose
inform, make requests, and and audience
_ repeats short sentences
meet social and emotional
needs _ asks questions about something that is not _ speaks appropriately in social
situations
understood
_ asks questions frequently but _ projects voice and speaks as
is usually satisfied with simple _ gives simple descriptions of past events clearly as possible
answers _ shares feelings about books _ expresses ideas and feelings with
_ describes simple events _ discusses pictures and illustrations clarity, fluency, and sentence
_ shares feelings and variation
_ incorporates words and phrases from
experiences books into play _ gives and restates three-step
_ speaks in complete sentences _ participates in singing, chanting, and directions
with some overgeneralizations choral speech activities _ reports on a topic with facts and
(e.g., “goed” for went) details
_ creates rhymes and short phrases using
_ uses all the basic sentence alliteration _ delivers brief recitations and
patterns and pronouns oral presentations about familiar
(average sentence length is _ gives simple oral directions experiences and topics of interest
6.8 words) _ uses simple story structure to tell and retell _ retells stories using a beginning,
_ uses present, past, and future stories middle, and end, and includes
tenses _ participates in role plays main characters and setting
_ pronounces sounds including _ pronounces t, l, s, th, zh, v, sh, ch, r, z, and j _ uses descriptive words to tell
m, n, ng, f, w, p, h, y, b, d, k, and about people, places, things, and
the hard g as well as all vowel _ recognizes and imitates sound sequences events
sounds (may mispronounce f, that include repetition and pattern
l, s, r, th) _ responds sensitively to the ideas
_ speaks in compound and complex and interpretations of others
_ engages in imaginative play sentences (average sentence length of 7.5
talking to self and others words) _ describes, shares, and discusses
experiences, events, and issues
_ creates stories about pictures _ delivers recitations and oral presentations
and drawings of poems, rhymes, songs, and stories _ participates in dramatic
interpretations
_ speaks appropriately during class
discussions _ expresses and supports own
ideas and opinions in increasingly
_ begins to make some adaptations in formal situations
language to meet requirements of
audience and context (e.g., formal/
informal)



Sample K-12 Speaking Continuum Checklist (continued)
• effective oral communication requires attention to • different purposes and audiences require different
audience, purpose, and situation modes of discourse and registers
• social convention requires different levels of • effective oral communication requires a sense of
communication (e.g., formal, informal, colloquial) and personal and social responsibility
appropriate tone. • the power of the spoken word.
Student: Student:
_ explores and explains connections between prior _ considers effects that words will have on listeners
knowledge and new information _ presents and defends a position in public
_ engages in exploratory talk to share personal responses _ initiates and negotiates social conversation by
and develop own interpretations questioning, restating, paraphrasing, and providing
_ expresses ideas and opinions concisely, clearly, and information
appropriately _ accepts and encourages contributions from others
_ contributes collaboratively and constructively in group _ leads group discussions
situations
_ knows and practises the rules and procedures that
_ builds on the ideas of others govern a meeting
_ asks questions about topic _ delivers formal and extemporaneous presentations
_ answers questions and supports responses with reasons clearly and effectively
or evidence _ considers audiences, purpose, time, and place
_ uses appropriate volume, tone, and diction _ decides what to say and how to say it
_ is aware of nonverbal cues and body language _ assembles sufficient material to support presentations
_ prepares presentation with purpose, audiences, time, _ structures ideas and arguments in oral talks in coherent
and situation in mind and logical fashion
_ plans, practises, and reflects on oral presentations _ uses appropriate intonations, gestures, and other
_ uses speech (talk) effectively for exploring possibilities nonverbal cues to facilitate communication
or solutions to a problem _ uses logical, ethical, and emotional appeals to enhance
_ retells familiar stories and personal experiences in a specific purpose
engaging ways _ tries to keep interest and attention of audience
_ presents dramatic readings of literary selections (e.g., _ accepts and responds to questions
poems, monologues, scenes from plays, stories)
_ explains or amplifies statements
_ presents ideas in a clear and organized manner
_ is open to constructive audience feedback
speaking _ demonstrates tact in resolving disagreements
_ is prepared to handle distractions and changes in
audience, time, or circumstances
Notes:
_ presents evidence clearly and convincingly
speaking

Notes:



Sample Checklist and Observations of Speaking Skills and Strategies
Name: _________________________________________________ Date: __________________________
Before Observations
What does the student do before speaking?
_ Uses talk to clarify thinking (e.g., talks it out)
_ Shares with others (e.g., speaking up, giving reasons)
_ Replies to others (e.g., asking questions, sharing)
_ Supports others (e.g., taking turns showing interest, giving others
credit)
_ Plans and prepares for formal talk situations (e.g., presentations)
_ Considers purpose, audience, and place
_ Considers what message and specific ideas to share
_ Focuses ideas
_ Considers how to support ideas, thoughts, feelings, and opinions
_ Considers how to organize ideas
_ Considers what props or audio-visual aids might enhance message
_ Rehearses and practises
_ Other:

During
What does the student do during speaking to communicate meaning?
_ Uses language that is sincere and appropriate
_ Converses easily
_ Speaks clearly and confidently
_ Uses an audible, clear, and relaxed voice
_ Uses expression that is congruent with subject matter and purpose
_ Uses appropriate and effective pacing
_ Uses appropriate posture, gestures, and eye contact
_ Moves smoothly from one point to the next
_ Holds listeners’ attention
_ Other:

After
What does the student do after speaking?
_ Responds appropriately to questions and feedback
_ Listens to ideas and suggestions of others
_ Discusses ideas and thoughts
_ Other:



Speaking
Class: _______________________________________________ Date: __________________________
_ Considers the purpose (intent) and potential audience (intended
listeners) for daily talk and formal presentations
_ Other:

_ Presents ideas in a sensible order
_ Uses appropriate organizational patterns to help listeners understand
and follow thinking (e.g., cause and effect, comparison/contrast,
chronological sequence)
_ Other:

_ Speaks in clear and fluent sentences
_ Uses a variety of sentence structures for effect
_ Other:

value
_ Uses words appropriately for the images (colourfulness) that they evoke
_ Other:

_ Pronounces words clearly and accurately
_ Uses stress, pitch, and juncture to enhance clarity and artistry of
presentation
_ Other:

_ Uses audio (e.g., music and sound effects), visual (e.g., graphs, charts,
tables, diagrams, photographs), and multimedia (e.g., video clip) aids to
support and clarify the presentation
_ Other:



Sample Self-assessment for Individual Contributions to Group Discussion
Name: ________________________________________ Date: __________________________________
My group was discussing:
___________________________________________________________________________________________
Rate each entry as: 1 - Needs Improving 2 - Satisfactory 3 - Very Good
Example
I shared my ideas and offered my suggestions
123
I spoke clearly and slowly enough
123
I answered others’ questions
123
I remained on topic and helped the group stay focused
123
I encouraged others to participate
123
I disagreed without hurting others’ feelings
123
I summarized or repeated my ideas when necessary
123
I gave reasons for my opinions
123
I listened courteously and effectively
123
I tried to understand and extend others’ ideas
123
My most important contribution to the discussion was:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
My plan for improvement is:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
(Adapted from Staab, 1992, p. 61. Used with permission of the copyright holder. All rights reserved.)



Sample Assessment Form for Discussion Group Performance

Names: __________________________________________________ Date: _________________________
__________________________________________________
__________________________________________________
Group’s Discussion Topic or Focus: _____________________________________________________________
Check appropriate box. Provide evidence where possible.
Criteria Yes No Sometimes Evidence
Everyone participated and shared ideas in the
discussion process.

The group was friendly and supportive of each
member by encouraging contributions.

Group members often asked questions for
clarification or elaboration.

The group discussion stayed on topic or on
directly related issues and gave reasons for
opinions.

The group members disagreed courteously and
sensitively.

What was the best thing about the way this group worked together? ___________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
What was one problem the group had? ___________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
How did you solve it? __________________________________________________________________________
____________________________________________________________________________________________
What else might you have done? _________________________________________________________________
____________________________________________________________________________________________
What specific plans do you have for improving group discussion? ______________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________



Sample Anecdotal Record Form for Small Group Learning
Identify two or three criteria with which to assess each small group. Observe and comment about the extent
to which the group or individual members achieve the criteria. Also note support needed or provided by the
teacher or peers.
Sample Criteria:
1. moves into groups quickly and quietly
2. encourages all members to participate in discussion
3. asks questions to clarify meaning
Group Members Date Criteria # Comments



Sample Storytelling Process Assessment
Student’s Name: ____________________________________ Date: _______________________________
Criteria Value Score Comments
Interest
Speaker shows genuine
interest 5

Audience response
5

Expression of voice
5

Friendly attitude
5

Total 20
Voice
Enunciation, clarity 5

Volume
5

Pace
5

Total 15
Organization
Introduction, effectiveness 5

Sequencing of events
5

Knowledge of story
5

Conclusion, effectiveness
5

Total 20
Nonverbals
Hand gestures 5

Eye contact
5

Posture
5

Body movement
5

Total 20
Note: Some of the items listed above (e.g., eye contact, pace, expression) can vary across cultures and in
accordance with the situation. Teachers should also be aware of second language and dialectical differences
that can be present in students’ speech and adapt assessment instruments accordingly.



Sample Oral Reading Assessment
Name of Reader: ______________________________ Date: ____________________
The following rating scale is an example of one that might be used by peers or by the teacher to assess
students’ oral reading abilities and progress. Five represents the highest mark on the scale. Circle the number in
each case and briefly comment on your decision.

Criteria Rating Comments

Were all words pronounced distinctly? 12345

Could all words be heard clearly? 12345

Were key words emphasized? 12345

Was mood or feeling conveyed
12345
effectively?

Was volume used effectively? 12345

Was pitch used effectively? 12345

Was the selection read at an
appropriate rate for audience and 12345
purpose?
Were phrases read effectively as
12345
complete units?
Did the reader maintain eye contact, as
12345
appropriate, with the audience?

Were gestures used appropriately? 12345

Was punctuation interpreted correctly? 12345

Was audience interest captured and
12345
sustained?

Total (out of 60)

Note: Some of the items listed above (e.g., eye contact, pronunciation, rate) can vary across cultures and in
accordance with the situation. Teachers should also be aware of second language and dialectical differences
that can be present in students’ speech and adapt assessment instruments accordingly.



Sample Peer Assessment for Oral Reports
Name of Reporter: _______________________________________ Date: _____________________________
Topic: ____________________________________________________________________________________
Name of Student Assessor: ___________________________________________________________________
A rating scale similar to the one below can provide the basis for assessment and discussion following a report.
Rate the questions on a 5-point scale.
Scale
1 = not at all 3 = to some extent 5 = outstanding, to a large extent
2 = to a small extent 4 = to a considerable extent
Content 12345
There was a clear and interesting beginning and ending. _______________
The report stayed on topic. _______________
The report was well organized and carefully prepared. _______________
I understood and learned several things from this report, including:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Presentation
The student spoke clearly. _______________
The student spoke enthusiastically. _______________
The student used a variety of techniques
(e.g., LCD projector, whiteboard, humour, concrete materials). ______________
The student used the time frame effectively. _______________
The student was able to deliver the report using brief notes or an outline. _______________

(Adapted from Graham & George, 1992, p. 68. Used with permission of Pembroke Publishers.)



Sample Student Learning Log Entry for Oral Reporting
Use the following form after giving a report. The responses can help both you and your teacher decide what
you have learned and where you can improve in your reporting abilities.
Name: _______________________________________ Date: _________________________________
Name of Report: ____________________________________________________________________________
Purpose/Object of Report:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What I did:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What I learned:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How I could improve my reporting skills:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Teacher Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________



Sample Teacher Assessment of Oral Report
Title of Report: ____________________________________________________________________________
Presenter(s): _____________________________________________________________________________
Date: _____________________________________
Needs Improvement Superior
Content
Clarity of purpose 1 2 3 4
5
Organization of material 1 2 3 4
5
Sufficient supporting information 1 2 3 4
5
Accuracy of information 1 2 3 4
5

Presentation
Vocal impact (volume, clear speech) 1 2 3 4
5
Appropriate nonverbals (gestures, posture) 1 2 3 4
5
Appropriate language 1 2 3 4
5

Comments
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________



Sample Analytic Scoring Rubric for an Oral Presentation
Criteria 5 (Strong) 4 (Competent) 3 (Adequate) 2 (Developing) 1 (Not yet)
Message Message is clear, Message is Message is Message is Unclear focus; no
Quality focused, and well- focused and communicated discernible but elaboration of
(Ideas and developed. Ideas developed. Most but needs a clearer more details are ideas; irrelevant
Development) and details are ideas and details focus or more needed to support or inappropriate
relevant, fresh, and are relevant and development of the main idea(s). content.
appropriate. appropriate. idea(s).

Organization Presentation Presentation has a Presentation is Presentation does Presentation lacks
and Coherence is logically clear central focus organized with not have a clear organization and
or creatively and is logically a recognizable focus or main idea. structure. Ideas
organized sequenced with introduction and The introduction is may be strung
with evidence evidence of conclusion but weak or unrelated together loosely
of detailed adequate planning central idea is to the body of the with an ineffective
preparation. and preparation. not sufficiently presentation as or nonexistent
or logically is the conclusion. introduction or
developed. Main points are conclusion; it
poorly supported. may be hard to
determine main
point.

Language Register and tone Register and tone Register and tone Register and tone No evidence of
are appropriate are in keeping are generally are acceptable awareness of
and hold listeners’ with purposes appropriate but but language audience. Register
attention. Fresh, and audience. not consistent. is mechanical, and tone are
imaginative Language is clear Sentences are flat, and often inappropriate. Flat
language is used and appropriate. generally clear unimaginative. and unimaginative
to create an image, Sentences are with some variety Sentences lack language is
make a point, or clear and show in length and variety. Word used. Sentences
capture audience’s some variety. structure. Words choices are are simple,
interest. Most word choices are adequate commonplace and incomplete, or
Sentences are effective and and correct but lack punch. unclear. Word
are varied for original. lack flair and choices are vague
emphasis or effect. originality. and immature.
Word choices
are precise,
interesting, and
appropriate.

Delivery Words are spoken Words are clear Some words are Words are Many words are
clearly. Voice and audible. not spoken clearly. sometimes unclear not spoken clearly.
has effective Rate of speech, Rate of speech or inaudible. Voice Voice is monotone.
modulation. Rate pauses, emphases, is at times too is uncertain. Rate Rate of speech is
of speech is well- and volume is quick. Sentences is, at times, uneven either too slow or
paced. Pauses appropriate. have some or inappropriate. too fast. Pauses
or emphases are Visuals and other inappropriate Pauses or or emphases for
effective. Volume props are used pauses. Volume emphases are effect are not
is loud enough to appropriately. is inconsistent. sometimes evident. Volume is
be heard easily. Use of visuals and misplaced. low or inaudible.
Visuals and other other props adds
props are used to presentation.
effectively.


Sample Interest Talk Assessment

Name: _________________________________________________ Date: __________________________
Circle a mark for each section. Excellent is 10. Considerable Improvement Required is 1.
Introduction
Captured the listener’s interest
Clearly stated topic

1 2 3 4 5 6 7 8 9 10

Body
Clearly related to topic
Well organized

1 2 3 4 5 6 7 8 9 10

Conclusion
Clearly related to topic
Summarized effectively

1 2 3 4 5 6 7 8 9 10

Presentation
Effective volume, pace, and tone
Effective use of eye contact and other nonverbals

1 2 3 4 5 6 7 8 9 10

Anecdotal Notes:

Note: Some of the items listed above (e.g., eye contact, pace) can vary across cultures and in accordance with
the situation. Teachers should also be aware of second language and dialectical differences that can be present
in students’ speech and adapt assessment instruments accordingly.



Sample Direction-giving Assessment: Anecdotal Notes

Name: _________________________________________________ Date: __________________________
Topic: ____________________________________________________________________________________
Needs
Improvement Exceptional
1 2 3 4 5

Content

Appropriate
sequencing of steps

Organized and logical

Use of sufficient
supporting description
and detail

Presentation

Response to audience
needs

Voice: clear and
well modulated;
appropriate rate of
speaking

General Comments

(Adapted from Graham & George, 1992, p. 38. Used with permission of Pembroke Publishers.)



Sample Assessment for Introducing a Speaker

Name: _________________________________________________ Date: __________________________
Circle a score for each section. Excellent is 10. Considerable Improvement Needed is 1.
Was polite and sincere

1 2 3 4 5 6 7 8 9 10

Shared something interesting and appropriate about the speaker and spoke the speaker’s name accurately and clearly

1 2 3 4 5 6 7 8 9 10

Stated speaker’s subject or purpose clearly and precisely

1 2 3 4 5 6 7 8 9 10

Spoke briefly and comments were well organized

1 2 3 4 5 6 7 8 9 10

Anecdotal Notes: (strengths and improvement needed)



Sample Interviewer Assessment Rating Scale

Name of Interviewer: _________________________________ Date: ________________________
Subject: __________________________________________________________________________________
Give each student interviewer a rating on a scale of 1 to 5, with 5 being the highest.
Category Rating Example
Showed thorough knowledge of interview topic

Understood vocabulary of interview topic

Was aware of current information and controversies on topic

Included opening remarks which restated purpose of interview

Asked clear questions that led to informative answers

Organized interview into introduction, body, and conclusion

Was sensitive to interviewee’s responses and nonverbal cues

Asked follow-up questions where appropriate

Summarized when necessary and appropriate

Maintained polite, friendly, interested attitude

Comments

(Clark, 1982, p. 79. Used with permission of Glencoe/McGraw-Hill.)



Sample Assessment Summary for Speaking


Task(s): ________________________________________________________________________________

Text(s): _________________________________________________________________________________

Developmental Level: Developmental Level: [ ] Emerging Phase, [ ] Early Developing Phase, [ ] Developing Phase, [ ]
Extending Phase, [ ] Specialized Phase

Speaking Overall (Select Performance Level)
‰ Speaks to communicate (5) speaks confidently and with polish in a sustained, well-prepared presentation
as effectively as possible (4) speaks with ease in a thoughtful and clear presentation
(3) speaks with relative ease in a straightforward presentation
(2) speaks with some difficulty in a limited and overgeneralized presentation
(1) speaks with difficulty in an unsatisfactory presentation

Content: Ideas and Ideas (Select Performance Level)
Organization of Oral (5) well-focused, insightful, original, interesting
Presentation
(4) focused, thoughtful, clear
‰ Focused (3) adequate focus and clear
‰ Suitable for audience and (2) vague focus and limited but discernible support
purpose (1) confused focus and irrelevant or inappropriate content
‰ Effective introduction
(hook) Text Organization and Development (Select Performance Level)
‰ Content is well-arranged (5) well-organized and developed
and well-developed
(4) clear and logically organized and developed
‰ Effective conclusion (3) adequately organized but formulaic or repetitive
‰ Presentation is focused (2) unclear or inconsistently organized and inadequately developed
(1) confused organization and ideas not developed

Rating Scale 5 – excellent 4- good 3 – average 2 – poor 1 – unacceptable



Sample Assessment Summary for Speaking (continued)
Processes: Speaking Skills Planning and Preparation
and Strategies Used to Rating scale: 5 4 3 2 1
Create and Present
‰ Planning and preparation Practice and Rehearsal
‰ Practising or rehearsing Rating scale: 5 4 3 2 1
‰ Presentation and
delivery (attention, voice, Presentation and Delivery Attention (Presentation held audience’s attention)
expression, pacing, and Rating scale: 5 4 3 2 1
appearance)
Voice (Voice was audible, clear, and relaxed)
Rating scale: 5 4 3 2 1

Expression (Expression was congruent with subject matter and purpose. It was varied for
emphasis)

Pacing (Pacing was appropriate and effective)

Appearance (Posture and appearance were appropriate – confident attitude, suitable
gestures, eye contact, and correct use of notes, props, and audio-visual)

Language Intent and Style
‰ Suitable for audience, Uses language appropriate for the intended audience and purpose
purpose, and situation Rating Scale: 5 4 3 2 1
‰ Fluent and correct Uses a register and tone appropriate to purpose
sentences Rating Scale: 5 4 3 2 1
‰ Clear and suitable word
choice Sentence Fluency
‰ Mechanics do not Uses clear and correct sentence structure (i.e., each sentence makes sense)
impede understanding Rating Scale: 5 4 3 2 1
and enjoyment
Uses sentences that vary in length and are structurally correct

Word Choice
Uses appropriate word choices (e.g., precise, clear, well-chosen, colourful)



Sample Assessment Summary for Speaking (continued)
Speaking Assessment Task Task Task Task Task Task Task Task Task Task
Task Score(s) for each 1 2 3 4 5 6 7 8 9 10
assignment given

Reflection on Speaking Reflects on Speaking Behaviours and Strategies (Check Appropriate Boxes)
Behaviours ‰ uses talk to learn and to communicate
‰ can talk about own strengths and set learning goals
‰ can explain what to do when presenting orally

Anecdotal Comments Comments and Observations
and Consideration of
Other Factors (e�g�,
preferences, habits,
attitudes, confidence,
involvement, time
management,
responsibility)



Writing Forms
Sample K-12 Writing Continuum Checklist
appropriate data regarding students’ needs and strategies.
• writing has a certain look • writing is thought written down • writing is a process that begins with
• print carries a message • writing is made up of words (that are a plan and includes drafting and
• pictures and writing can work made up of letters) and sentences revising
together to communicate a • writing makes sense. • writing serves a variety of purposes
message. and audiences
• writing that is to be shared requires
careful proofreading.
_ colours, cuts, and pastes _ engages in shared writing _ spells high-frequency words
accurately but overgeneralizes
_ uses writing-like scribble, symbols, _ attempts to copy or “write” over some spelling rules
and/or letter-like shapes teacher’s script
_ uses conventional spelling patterns
_ uses combinations of scribbling, _ holds a pencil properly
letter approximations, and letters to _ copies letters and basic sight words _ incorporates conversation into
write name and other meaningful writing
words _ conveys meaning using manuscript _ writes for a variety of purposes
_ draws a simple picture _ uses letter-name strategies (e.g., _ writes for a variety of audiences
R=are)
_ dictates a story to accompany _ uses more complex sentences
drawing _ uses initial sounds to record words
_ progresses through phases of a
_ forms letters on lined paper _ uses directionality (left to right) writing process (i.e., pre-writing,
_ shows an awareness of words _ uses common words drafting, and revising successive
drafts)
_ labels features within a drawing _ leaves spaces between words when
writing _ generates topics and ideas for
_ uses strings of known letters and writing
other symbols to “write” a message _ rereads own writing
_ explores writing models and
_ demonstrates some knowledge of _ copies two-, three-, and four-word patterns
directionality (printing left to right) sentence patterns
_ expresses ideas in sentence form
_ is inconsistent in rereading the _ writes a story with a beginning,
“writing” middle, and ending _ relates ideas and links sentences on
one topic
Notes: _ attempts simple written messages
_ uses paragraphs to organize ideas
_ attempts punctuation and
capitalization _ examines language usage and
word choice for appropriateness
_ writes three or more complete
statements to accompany a picture _ proofreads for spelling,
punctuation, and capitalization
_ uses a mixture of temporary and
conventional spellings _ writes legibly using cursive writing
_ independently initiates writing _ uses a variety of text forms
activities including letters, dialogues, poems,
invitations, and description
Notes:
_ shows a well-established
knowledge of writing conventions
_ shares or displays works in various
ways
Notes:



Sample K-12 Writing Continuum Checklist (continued)
• writing helps communicate ideas clearly for different • writing is a constructive and recursive process that
audiences and purposes (e.g., to inform, to ask, to argue, requires use of pre-writing and planning, drafting, and
to amuse, to comfort, to cheer) revising strategies
• writing effectively and expressively requires careful • the elements of language (e.g., tone, register,
attention, effort, and imagination conventions) and of discourse (purpose, audience, form)
• writing effectively and expressively requires attention help achieve intended effect and comprehension of
to the conventions of language including sentence written ideas
structure, usage, spelling, and punctuation. • the power of the written word.
Student: Student:
_ writes for a variety of purposes and audiences _ has internalized the phases of the writing process
_ experiments with a variety of writing forms _ uses a variety of pre-writing and planning strategies
_ employs a writing process _ develops ideas into draft form
_ uses pre-writing strategies to plan and organize writing _ considers effects that writing will have on readers
_ uses drafting and revising strategies to create and _ revises and polishes compositions for clarity, accuracy,
improve compositions organization, cohesion, conciseness, correctness, and
impact or effect
_ evaluates, edits, and proofreads own and others’ writing
_ creates cohesive paragraphs that develop a central idea _ adapts tone and style for a range of audiences and
purposes
_ arranges ideas in logical progressions _ organizes information and ideas appropriately and
_ writes friendly and business letters effectively
_ writes coherent and focused essays that convey well- _ elaborates ideas clearly, accurately, and completely
defined perspective _ documents sources using a style sheet format such as
_ employs research techniques and resources in gathering MLA or APA
information and ideas for writing tasks _ uses the written conventions of standard English
_ prepares reports on assigned and chosen topics _ writes coherent and focused personal essays that are
_ produces independent writing that is understood based on personal experience
_ proofreads for use of language and accuracy of meaning _ writes coherent and focused formal essays that develop
conveyed a clear thesis or well-reasoned argument
_ writes clear, varied sentences _ writes reviews and essays evaluating a literary work
_ employs strategies to spell difficult words correctly _ writes and documents sources for research papers
_ writes legibly _ writes job applications and resumés
_ appraises own and others’ work using pre-established _ communicates creatively and experiments with a variety
criteria of forms such as poem, play, story, and parody
_ identifies strengths and areas for improvement _ identifies strengths and areas for improvement

Notes: Notes:



Sample Writing Strategies Questionnaire
Name: _______________________________________ Date: _______________

Interviewer: ___________________________________
1. Do you enjoy writing?
______________________________________________________________________________________
______________________________________________________________________________________
2. How did you learn to put your ideas in writing?
______________________________________________________________________________________
______________________________________________________________________________________
3. a) Who helped you learn how to write?
______________________________________________________________________________________
b) How did that person help you?
______________________________________________________________________________________
4. What is the best advice that you have been given about writing?
______________________________________________________________________________________
______________________________________________________________________________________
5. a) Do you think that you are a good writer?
______________________________________________________________________________________
b) Why or why not?
______________________________________________________________________________________
6. What would you like to do better when you are writing?
______________________________________________________________________________________
______________________________________________________________________________________
7. If you knew someone who was having difficulty when writing, what would you do to help?
______________________________________________________________________________________
______________________________________________________________________________________
8. What might stop you when you are writing?
______________________________________________________________________________________
______________________________________________________________________________________
9. a) When you are writing and you have difficulty, what do you do?
______________________________________________________________________________________
b) Do you ever do anything else? If yes, what else do you do?
______________________________________________________________________________________



Sample Writing Process Assessment Checklist
Student: ___________________________ Date: __________________________

A = Always U = Usually N = Never
Mark Comments
5 marks 3 marks 0 marks

When pre-writing, the student:

uses a variety of pre-writing techniques

considers the purpose of the piece

considers the audience for the piece

considers possible points of view

considers possible formats appropriate to purpose and audience

When drafting, the student:

produces a first, rough draft

produces subsequent drafts

confirms point of view

confirms format appropriate to purpose and audience

confers with peers and teacher

revises the draft for content and clarity of meaning

edits the draft individually and collaboratively

When post-writing, the student:

prepares a final, polished draft

decides if and how the written work will be shared or published

shares or publishes a variety of written forms

decides which writing pieces become part of the portfolio

Throughout the writing process, the student:

reflects upon the written piece and revises accordingly

confers willingly with teacher and peers

consults appropriate reference resources as needed

monitors continuous progress



Sample Checklist and Observations of Writing Skills and Strategies
Name: _________________________________________________ Date: __________________________
Before Observations
What does the student do before writing?
_ Finds a topic or idea of personal interest or one appropriate for
purpose and audience
_ Generates ideas for writing by using strategies such as brainstorming,
questioning, quickwrite, conferencing, clustering, webbing, discussing,
or drawing
_ Accesses and gathers additional ideas and information from external
sources
_ Selects and focuses a topic
_ Develops a plan or approach
_ Chooses a writing format
_ Organizes ideas
_ Other:

During
What does the student do during writing to communicate meaning?
_ Explores ways to start
_ Puts ideas down on paper
_ Drafts, shapes, connects, composes, and creates
_ Experiments
_ Modifies, changes, and problem solves
_ Reflects and clarifies
_ Talks over drafts with others
_ Other:

After
What does the student do after writing?
_ Rereads during and after drafting
_ Rethinks what has been written
_ Reviews and edits content
_ Reviews and edits form and organization
_ Checks language for clarity, precision, and appropriateness
_ Attends to conventions
_ Confers and discusses
_ Shows concern for overall appearance
_ Shares by reading aloud, reader’s circle, displaying, or “publishing”
_ Other:



Writing
Class: _________________________________________________ Date: __________________________
_ Considers the purpose (intent) and potential audience (intended readers)
for compositions
_ Other:

_ Uses an appropriate organizational framework for the compositions
_ Uses appropriate organizational patterns within compositions to
help readers understand and follow thinking (e.g., cause and effect,
comparison/contrast, chronological sequence)
_ Other:

_ Uses complete and clear sentences
_ Uses sentence structures that vary in length and are well-crafted
_ Uses consistent and proper punctuation
_ Other:

value
_ Uses words appropriately for the images (colourfulness) that they evoke
_ Other:

_ Spells words correctly
_ Uses consistent and proper capitalization and punctuation
_ Other:

_ Uses legible handwriting or appropriate fonts and formatting aids
_ Other:



Sample Communication Checklist
Student:
Grading Period: 1 2 3 4 5
Content Language Cues and Conventions
‰ Communication is relevant to the selected or assigned Pragmatic Considerations:
topic ‰ Audience and purpose are considered
‰ Communication includes sufficient detail ‰ Student has written for the following purposes (list):
‰ Communication represents original thinking
‰ Other: ‰ Student has written for the following audiences (list):
Textual Considerations:
Knowledge and Use of Process ‰ Student expresses ideas in a logical and appropriate
sequence
Planning: ‰ This term, student has used the following forms (list):
‰ Student considers purpose, audience, and form for Syntactical (Sentence Structure) Considerations:
communicating Average Sentence Length (i.e., number of words/number
‰ Student gathers and organizes ideas before of sentences): _____
communicating Sentence Forms (indicate frequency):
‰ Other: ‰ Simple: ____
‰ Compound: ____
‰ Complex: ____
Drafting: Sentence Functions (indicate frequency):
‰ Student creates one or more rough drafts ‰ Declarative: ____
‰ Student places a greater emphasis on content rather ‰ Interrogative: ____
than on mechanics when drafting ‰ Imperative: ____
‰ Student shares drafts with others and seeks ways to ‰ Exclamatory: ____
clarify thinking and expression Other Observations (e.g., variety, verb tense, antecedent,
‰ Other: fragments, run-ons, punctuation):
Semantic/Lexical (Word Choice):
Maturity of Vocabulary:
Revising: Word Usage:
‰ Student makes changes to reflect suggestions by peers Spelling:
and the teacher Other Conventions:
‰ Student revises effectively for content and organization ‰ Paragraphing
‰ Student proofreads to identify mechanical errors ‰ Punctuation
‰ Student prepares a neat final copy ‰ Capitalization
‰ Other: ‰ Handwriting
‰ Neatness
Overall Communicative Effectiveness:

(Adapted from Tompkins, 1992, p. 245.)



Sample Holistic Rubric for Written Prose
Level 5: The writing is original and insightful.
The composition demonstrates an effective and confident command over the elements of writing. The topic
is addressed in an original and insightful manner and is appropriate for the audience and purpose. The
composition is well-crafted, consistently and fully developed, and the elements enhance one another. Any
errors in mechanics are likely the result of risk taking.
Level 4: The writing is clear and thoughtful.
The composition demonstrates good control over the elements of writing. The topic is addressed in a focused
and consistent manner and is in keeping with the audience and purpose. The composition is clearly and
adequately planned and developed. Errors in more complex or unusual constructions do not unduly impede
understanding.
Level 3: The writing is adequate.
The composition demonstrates adequate control over most of the elements of writing. The topic is addressed
and the details are relevant to and supportive of the main idea(s). The composition shows evidence of some
planning but is unsophisticated. Some errors in mechanics may impede understanding.
Level 2: The writing is limited or overgeneralized.
The composition demonstrates uneven/uncertain control over the elements of writing. The purpose of the
composition is sometimes not clear. The topic has a limited focus and the key ideas and their development are
inadequate. The lack of planning makes the focus and development sketchy or inconsistent. Frequent errors in
mechanics are common but the paper is readable.
Level 1: The writing is unclear and unfocused.
The composition demonstrates an uncertain grasp of the basic elements of writing relative to the purpose. The
purpose is unclear. The supporting details are minimal, unclear, unrelated, disorganized, or missing. Many errors
in mechanics, a limited vocabulary, or inappropriate usage make the paper difficult to understand.
Level N/S: Unacceptable.
The paper is (1) blank, (2) written on a topic other than the one assigned, (3) uses inappropriate content,
language, or form, (4) illegible, or (5) has so many mechanical errors that it is incomprehensible.



Sample Analytic Rubric for Written Prose
Criteria Composition Composition Composition is Composition Composition
is original and is clear and adequate� is limited and is unclear and
insightful� thoughtful� overgeneralized� unfocused�

Message Quality • Message is • Message is clear, • Message is • Message is • Main message
clear, focused, focused, and adequately discernible. or focus is
(These criteria and well- developed. communicated. • More details unclear.
evaluate what the developed. • Ideas and • Most ideas are are needed to • Ideas are not
writer says and the • Main idea(s) is/ details are supported. support the supported, and
details provided are supported relevant and Paper would main idea(s) sometimes
to support the key with insightful, appropriate to benefit from and/or to inappropriate
message.) original, and the message. additional give a clear or irrelevant
interesting details. focus to the details are used.
details. composition.

Organization and • Composition is • Composition • Composition • Composition • It is hard for
Coherence well-organized has a clear has a does not have a the reader to
and logically central focus recognizable clear focus. determine the
(These criteria developed. and sequence. focus and • The main point
evaluate the focus, • Composition • The sequence. introduction or purpose of
organization, and has an effective introduction • Introduction is unrelated to the paper or
transitions used in introduction, provides and conclusion the body of the to follow the
the writing.) middle, and direction for the are evident composition. organization.
conclusion. reader and the but the central Main points • The
• Main ideas and conclusion is idea is not are poorly introduction or
supporting appropriate. sufficiently supported. conclusion is
details fit • Main ideas and or logically The conclusion ineffective or
together in a supporting developed. is weak or non-existent.
very effective sentences • Main ideas and inappropriate. • Ideas are
pattern. combine to supporting • Limited use of unconnected,
• Transitions and create one sentences are transitions and unrelated, or
connecting coherent unit of related to one connecting unclear.
words are thought. unit of thought. words. • Transitions are
effective and • Transitions are • Transitions are not evident.
smooth. clear. evident but not
always effective.



Sample Analytic Rubric for Written Prose (continued)
Language • The language, • The language • The language • The language • The language
Choices tone, and point and tone are in and tone are and tone are and tone
of view are keeping with appropriate and acceptable may be
(These criteria appropriate the purpose a consistent but the point inconsistent or
evaluate the to purpose and audience point of view of view is not inappropriate
language choices and audience and the point is used most of always clear or and the point of
that the writer and maintain of view is clear the time. maintained. view changes or
made to achieve the reader’s and consistent. • Language tends • Language is is unclear.
the purpose interest. • Language is to be more mechanical, • Language is
including the level • Language is effective and businesslike flat, and often unclear and
of language and used to capture appropriate. than unimaginative. unimaginative.
the tone. Point the reader’s straightforward.
of view is also interest.
considered.)

Mechanics • The sentences • The sentences • The sentences • The sentences • The sentences
are clear, are correct with are generally are often not are incomplete,
(These criteria correct, and some variety. correct but correct and run-on, or
consider the varied. • Most word lack variety lack variety simple in
conventions of • Word choices choices are in length and in length and structure.
writing including are precise, effective. structure. structure. • Word choices
sentence interesting, and • A couple of • Most word • Word are vague,
structure, appropriate. words may be choices are choices are inappropriate,
usage, spelling, • Most words misspelled. appropriate and commonplace or immature.
punctuation, and are spelled • There may be correct but they and lack punch. • Many words are
capitalization. correctly. a couple of lack flair and • Several words misspelled.
Legibility and • Correct punctuation originality. are misspelled. • There are many
layout are also punctuation and • Some words • There may punctuation
considered.) and capitalization may be be several and
capitalization is errors. misspelled. punctuation capitalization
used. • The handwriting • There may and errors.
• The handwriting is legible/ fonts be some capitalization • The message
is legible/ and formatting punctuation errors. is difficult to
the fonts and are appropriate. and • The understand
formatting are • (Few errors) capitalization handwriting/ because of the
effective. errors. fonts and handwriting/
• (Any errors are • The handwriting formatting fonts and
the result of risk is legible/ need to be formatting
taking) the fonts and improved. choices.
formatting are • (Several errors) • (Many errors)
adequate.
• (Occasional
errors)



Sample Analytic Writing Scoring Guide for Students
Student’s Name: ___________________________________________ Date: ______________________
Title of Composition: ____________________________________________________________________

Criterion 1: Content
Strengths Weaknesses
_ sticks to main ideas _ rambles from one thought to another
_ clear details and examples _ lacks details, cannot see what is happening
_ knows topic, writes from experience _ not believable

Criterion 2: Organization
_ introduction makes one want to keep reading _ no introduction
_ told in order that makes sense _ order difficult to figure out
_ details support main ideas _ main points poorly supported
_ paper ends well _ no ending or conclusion

Criterion 3: Sentences
_ complete sentences _ fragments and run-ons
_ sentence variety (long, short, begin differently) _ repetitious sentence patterns
_ easy to read aloud _ jarring, awkward, hard to read aloud

Criterion 4: Word Choice
_ vivid descriptions _ hard to picture anything
_ strong verbs _ mostly is, are verbs
_ specific nouns _ overused words (lots, there)

Criterion 5: Usage
_ verbs agree with subjects _ verbs do not agree with subjects
_ verb tenses are consistent and correct _ verb tenses are not consistent or correct
_ double negatives have been avoided _ double negatives have been used

Criterion 6: Conventions
_ correct spelling _ spelling errors
_ correct punctuation _ punctuation errors
_ correct capitalization _ missing capitalization
_ paragraphing _ no paragraphing



Sample Student/Teacher Checklist for a Descriptive Paragraph
Name: _________________________________________________ Date: __________________________
Criteria
Yes No Comments
The paragraph:

is about one topic

has an interesting, informative topic sentence

includes adequate detail in the body and
each sentence is about the topic

includes vivid adjectives and strong verbs

uses linking words that show clear
relationships between the sentences

has an interesting concluding sentence that
relates to the main idea in the topic sentence

has complete sentences

is punctuated correctly

is capitalized correctly

has all words spelled correctly



Sample Criteria for Assessing a Short Story
Student: ___________________________ Date: ____________________
The setting: Where and when does the story take place?

Main characters: Who are the people in the story?

The conflict: What are the problems?

Internal Conflicts:

External Conflicts:

The main character’s goal: What does the main character want to do?

The plot: What happens (sequence of events)? Language: What interesting language has been used to
add to the story (e.g., dialogue, imagery, metaphor)?

The resolution: How does it end?



Sample Assessment Summary for Writing

Student’s Name: __________________________________ Date: ________________________________

Task(s): ________________________________________________________________________________

Text(s): ________________________________________________________________________________
Developmental Level: [ ] Emerging Phase, [ ] Early Developing Phase, [ ] Developing Phase, [ ] Extending Phase,
[ ] Specialized Phase

Written Overall (Select Performance Level)
Composition (5) writes confidently and with effect in a sustained, well-written composition
(4) writes with ease in a thoughtful and clear composition
(3) writes with relative ease in a straightforward and clear composition
(2) writes with difficulty in a limited and overgeneralized composition
(1) writes with difficulty in an unsatisfactory composition
Content: Ideas Ideas (Select Performance Level)
and Organization (5) well-focused, insightful, original, interesting
of a Written (4) focused, thoughtful, and clear
Composition (3) adequate focus and clear
‰ Focused (2) vague focus and limited but discernible support
‰ Suitable for (1) confused focus and irrelevant or inappropriate content
audience and
purpose Text Organization and Development (Select Performance Level)
‰ Effective (5) well-organized, and developed
introduction (4) clear and logical organization and development
(hook) (3) adequate organization but formulaic or repetitive
‰ Content is well- (2) unclear or inconsistent organization and inadequate development
arranged and well- (1) confused organization and ideas not developed
developed
‰ Effective
conclusion
Rating Scale 5 – excellent 4 – good 3 – average 2 – poor 1 – unacceptable
Process: Writing Strategies
Skills and Strategies Used appropriate pre-writing strategies
used to Create Rating Scale: 5 4 3 2 1
Composition
‰ Pre-writing Used appropriate drafting strategies
‰ Drafting Rating Scale: 5 4 3 2 1
‰ Revising
Used appropriate revising strategies

Observations



Sample Assessment Summary for Writing (continued)
Language Intent and Style
‰ Suitable for Uses language appropriate for the intended audience and purpose
audience, purpose, Rating Scale: 5 4 3 2 1
and situation
‰ Fluent and correct Uses a register and tone appropriate to purpose
sentences Rating Scale: 5 4 3 2 1
‰ Clear and suitable
word choice Sentence Fluency
‰ Mechanics do Uses clear sentence structure (i.e., each sentence makes sense)
not impede Rating Scale: 5 4 3 2 1
understanding
and enjoyment Uses sentences that vary in length and are well-crafted

Word Choice
Uses appropriate word choices (e.g., precise, colourful)

Mechanics
Spells words correctly

Uses correct punctuation

Uses correct capitalization

Uses legible handwriting or appropriate fonts and formatting

Writing Assessment Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9 Task 10
Task Score(s)
Reflection on Writing Reflects on Writing Behaviours and Strategies (Check Appropriate Boxes)
‰ can explain what to do when writing and sharing a composition

Anecdotal Comments and Observations
Comments and
Consideration
of Other Factors
(e�g�, preferences,
habits, attitudes,
confidence,
involvement, time
management,
responsibility)



Portfolios
Sample Rating Scale for a Portfolio
Student: Term/Semester/Year: Date:

Criteria Excellent Very Good Good Adequate Needs Much
Improvement
5 4 3 2
1

Table of contents

Representative
of achievements
or progress this
reporting period

Includes a variety
of processes
across the
language strands
(e.g., viewing,
listening, reading,
representing,
speaking, writing)
Includes
evidence of
student reflection

Includes
evidence of
goal setting and
readjustment of
goals

Anecdotal Summary Notes
This student can:

This student needs:



Sample Collaborative Assessment Form for Portfolio

Student Name: ______________________________________ Date: _____________________________

Project: ________________________________________________________________________________

Student
Comments

Two reasons
that I chose
this item are

I want you to
notice

Next time I
might

Other
comments

Teacher
Comments

Two positive
things that I
noticed are

One specific
area to work
on is

Other
comments



Sample Teacher Self-Reflection Guide
1. Do I know what I am assessing and evaluating, and why?
• Know the outcomes and language concepts for the course
• Consider what students can do and what they need to learn
• Focus the teaching-learning outcome(s) for each lesson
2. Do I know how and when I am assessing and evaluating?
• Know how students will demonstrate their understanding, skill, or strategy
• Consider what assessment techniques best evaluate a particular concept, skill, or strategy
• Identify the criteria that will be used to collect assessment data
• Identify the best time to assess and evaluate
3. Do I share my expectations with students and allow them to learn and to demonstrate their language
knowledge, skills, and strategies?
• Share expectations (including outcomes, strategies, and criteria) with students in advance
• Invite students to demonstrate their learning in a variety of ways
• Provide sufficient opportunity for students to demonstrate their language knowledge, skills, and
strategies
4. Do I involve students in opportunities to develop assessment criteria for specific purposes and tasks, and
to have input into the evaluation process?
• Discuss purpose and possible criteria
• Determine possible gradations and write descriptors for each
• Give examples of different levels
• Have students peer and self-assess their work
5. Do I continually use assessment data to make diagnostic and formative judgements about the students’
language abilities and instructional needs?
• Analyze what individuals, and groups of students, need to know and build on what they already know
• Use information to guide planning and decision making
• Remember the aim of assessment is to improve performance and help students and teachers reformulate
intentions for learning and teaching
6. Do I know how I will summarize my assessments and translate them into a grade?
• Determine the intended emphasis or weight for each result
• Justify the weight and emphasis for each result
7. Do I know how I will communicate and report my evaluation to both students and their parents/
guardians?
• Summarize and translate assessments into grades
• Determine what comments and supporting documentation should accompany a grade
• Determine the best format to communicate the results
8. Do I help students select and collect portfolio assessment data according to criteria set by me or in
collaboration with students?
• Determine what will be included in a term, year-end, or multi-year portfolio
• Determine how the portfolio will be evaluated
• Plan ways for students to reflect on their work and growth
9. Do I use cumulative information from whole classes to reflect upon the language knowledge, skills,
strategies, and attitudes of my students collectively in order to plan future instruction?
10. Do I use standardized achievement information wisely to compare with my students’ performance in order
to highlight areas for possible improvement and celebration?


Reporting Student Progress and Achievement
Report cards are a part of school communication with parents/caregivers. In order to communicate student
progress to parents/caregivers, teachers are usually expected to issue report cards at regular intervals during
the school year. Although report card formats vary across the province, there is usually space for a number
grade, a letter, a check mark, or comments in language arts or particular language arts strands (i.e., viewing,
listening, reading, representing, speaking, and writing). These grades or marks are often complemented with
anecdotal information (e.g., teacher comments), portfolio samples, and parent-student-teacher interviews.
It is essential to use student portfolio collections and teacher assessments in formulating the report card
description and assigned mark. Regular reporting can be supported further with regular newsletters to parents
that describe the units of study, the activities in which students are involved, and the skills and strategies
students are learning.
How teachers determine grades, marks, or comments should be based on curriculum outcomes and reflect the
knowledge, process, and product evaluations used throughout a reporting period. A sample student progress
report is provided on the following page. Teachers are encouraged to adapt this sample to suit their purposes.
It is important to communicate with parents/ caregivers early in the school term or semester and to continue
this communication through regular letters and telephone calls, parent classroom visits, and parent-teacher
or student-led parent-teacher interviews. At the beginning of the school year or term, the following can be
communicated to parents:
• Continuous assessments, diagnostic and formative, inform and support summative evaluations.
• There are clearly articulated expectations and criteria upon which these summative evaluations are based.
• The evaluation is derived from a balanced assessment of process and product.
• The overall summative evaluation reflects a balance of the viewing, listening, reading, representing,
speaking, and writing processes.
• Knowledge, skills, abilities, and attitudes are included in the evaluation.
• Summative grades are consistent with the view of performance that is noted during continuous classroom
assessments.
When conducting parent-teacher interviews, it is important to make available to parents/caregivers, and
to discuss with them, actual records of their child’s performance (e.g., checklists, anecdotal notes, portfolio
contents). It can be very effective if students are present to lead the interview and to take part in the discussion
of their progress, achievements, and areas of need.



Sample Reporting Student Progress
Reporting Evidence of Learning
English Outcomes Strands Comments
Language Arts Views Listens Reads (Strengths, Needs, Next Steps)
Goals
Comprehend • Comprehends key
and Respond ideas and supporting
(CR) details presented
in text (explicit and
implicit)
• Knows and uses
strategies to construct
meaning from text.
• Recognizes
organization
and techniques
employed (cues and
conventions)
• Responds to text
providing support
from text to justify
response.
Represents Speaks Writes
Compose and • Knows and uses
Create (CC) strategies to compose
and create a range of
texts.
• Creates and supports a
clear message.
• Coherently sequences
and develops ideas.
• Uses appropriately the
language register and
conventions.

Assess and • Reflects on
Reflect on and assesses
Learning (AR) comprehending
and responding
behaviours.
• Reflects on and
assesses composing
and creating
behaviours.
• Sets learning targets.



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Index
2 • Assessment and Evaluation Defined
2 • Guiding Principles
3 • Types of Evaluation
4 • Assessment and Evaluation Process
4 • Student Assessment and Evaluation Techniques
5 • Sample Techniques
10 • End of Unit/Term Evaluation
13 • Sample Assessment Forms
13 • Creating a Language Profile for a Class or Individual Student
15 • Language Ledger and Language Profile
16 • Sample Language Ledger
17 • Sample Language Profile
18 • Viewing Forms
18 • Sample K-12 Viewing Continuum Checklist
20 • Sample Checklist and Observations of Viewing Skills and Strategies
21 • Sample Observations of Students’ Use of Language Cues and Conventions in
Viewing
22 • Sample Analytic Scoring Rubric for Viewing
23 • Sample Assessment for Viewing
25 • Listening Forms
25 • Sample K-12 Listening Continuum Checklist
27 • Sample Listening Strategies Questionnaire
28 • Sample Self-assessment Listening Inventory
29 • Sample Checklist and Observations of Listening Skills and Strategies
Listening
31 • Sample Listener Self-assessment for Oral Reading
32 • Sample Analytic Scoring Rubric for Listening
33 • Sample Assessment Summary for Listening
35 • Reading Forms
35 • Sample K-12 Reading Continuum Checklist
37 • Sample Reading Interest/Attitude Inventory



40 • Sample Reading Strategies Questionnaire
41 • Sample Checklist and Observations of Reading Skills and Strategies
Reading
43 • Sample Proficient Reader Protocol: Anecdotal Notes
44 • Sample Reading Inventory and Miscue Analysis Guidelines
46 • Sample Analytic and Informal Reading Inventory
47 • Sample Chart for Recording Students’ Use of Comprehension Processes and
Reading Strategies
48 • Sample Chart for Analysis of Students’ Retelling and Response
49 • Sample Observation Checklist: Metacognitive Strategies
50 • Sample Analytic Scoring Rubric for Reading
51 • Sample Assessment Summary for Reading
53 • Representing Forms
53 • Sample K-12 Representing Continuum Checklist
55 • Sample Checklist and Observations of Representing Skills and Strategies
Representing
57 • Sample Holistic Representing Rubric
58 • Sample Analytic Rubric for Representing
60 • Sample Assessment Summary for Representing
63 • Speaking Forms
63 • Sample K-12 Speaking Continuum Checklist
65 • Sample Checklist and Observations of Speaking Skills and Strategies
Speaking
67 • Sample Self-assessment for Individual Contributions to Group Discussion
68 • Sample Assessment Form for Discussion Group Performance
69 • Sample Anecdotal Record Form for Small Group Learning
70 • Sample Storytelling Process Assessment
71 • Sample Oral Reading Assessment
72 • Sample Peer Assessment for Oral Reports
73 • Sample Student Learning Log Entry for Oral Reporting
74 • Sample Teacher Assessment of Oral Report
75 • Sample Analytic Scoring Rubric for an Oral Presentation



76 • Sample Interest Talk Assessment
77 • Sample Direction-giving Assessment: Anecdotal Notes
78 • Sample Assessment for Introducing a Speaker
79 • Sample Interviewer Assessment Rating Scale
80 • Sample Assessment Summary for Speaking
83 • Writing Forms
83 • Sample K-12 Writing Continuum Checklist
85 • Sample Writing Strategies Questionnaire
86 • Sample Writing Process Assessment Checklist
87 • Sample Checklist and Observations of Writing Skills and Strategies
Writing
89 • Sample Communication Checklist
90 • Sample Holistic Rubric for Written Prose
91 • Sample Analytic Rubric for Written Prose
93 • Sample Analytic Writing Scoring Guide for Students
94 • Sample Student/Teacher Checklist for a Descriptive Paragraph
95 • Sample Criteria for Assessing a Short Story
96 • Sample Assessment Summary for Writing
98 • Portfolios
98 • Sample Rating Scale for a Portfolio
99 • Sample Collaborative Assessment Form for Portfolio
100 • Sample Teacher Self-Reflection Guide
101 • Reporting Student Progress and Achievement
102 • Sample Reporting Student Progress
103 • References
108 • Index


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