1. Jigsaw Activity-Assessment Instrument Analysis Rubrics, Checklists, & Anecdotal Records Megan Frydrychowski

2. Description of the assessment instruments Rubrics: a scoring tool that identifies the various criteria relevant to an assignment or learning outcome, and then explicitly states the possible levels of achievement along a continuum Checklists: contain a list of behaviors or specific steps, which can be marked as Present/Absent, Complete/Incomplete, Yes /No, etc. In some cases, a teacher will use a checklist to observe the students. In other cases, students use checklists to ensure that they have completed all of the steps and considered all of the possibilities. Anecdotal Records: are used to record specific observations of individual student behaviours, skills and attitudes as they relate to the outcomes in the program of studies

3. How these instruments are used with CLD students Rubrics: ● Good for documenting performance-based assessments Checklists: ●Good for documenting performance-based assessments ●Good for informally documenting Anecdotal Records: ●Good for informally documenting

4. Benefits & Limitations of Rubrics for CLD students Pros: ● help document growth over a period of time ● produce a wide range of responses ● primarily used for language tasks Cons: ●need to written fairly and specifically ●specific criteria

5. Benefits & Limitations of the Checklists for CLD students Pros: ● allow teachers to informally track on-going progress regularly and often ● can provide a more well-rounded picture of their skills, abilities, and ongoing progress ● make it easier when questions of program placement, special services, and grading arise ● allows students to informally self-check Cons: ●limited because they do not provide assessment of the relative quality of a student’s performance on a task

6. Benefits & Limitations of the Anecdotal Records for CLD students Pros: ● allows teachers to informally track on-going progress regularly and often ● help document growth over a period of time ● easy to do ● use for planning and learning Cons: ●may overlook some behaviors and focus on specific behaviors ●can be written in the moment or later ○if written later based on memory

7. Example of a Rubric:

8. Example of a checklist:

10. Example of Anecdotal Records:

11. References Anecdotal Notes (Assessment). (n.d.). Retrieved from http://www.learnalberta.ca/content/mewa/html/assessment/anecdotalnotes.html http://www.learnalberta.ca/content/mewa/html/assessment/anecdotalnotes.html Assessing Learning Alternative Assessment. (n.d.). Retrieved from http://www.nclrc.org/essentials/assessing/alternative.htm Brown University. (n.d.). Retrieved from http://www.brown.edu/academics/education-alliance/teaching-diverse- learners/question-ii Classroom Assessment | Performance Assessment. (n.d.). Retrieved from http://fcit.usf.edu/assessment/performance/assessb.html http://fcit.usf.edu/assessment/performance/assessb.html Using Informal Assessments for English Language Learners | Colorín Colorado. (n.d.). Retrieved from http://www.colorincolorado.org/educators/assessment/informal/ What are rubrics? (n.d.). Retrieved from http://teachingcommons.depaul.edu/Feedback_Grading/rubrics.htmhttp://teachingcommons.depaul.edu/Feedback_Grading/rubrics.htm