Gathering information about students through personal communication is just what it sounds like—we find out what students have learned through interacting with them. Examples include the following:
• Looking at and responding to students’ comments in journals and logs
• Asking questions during instruction
• Interviewing students in conferences
• Listening to students as they participate in class
• Giving examinations orally
We usually think of this as informal, rather than formal assessment (in which results are recorded for later use). Often it is. However, as long as the learning target and criteria
for judging response quality are clear, information gathered via personal communication can be used to provide descriptive feedback to students, for instructional planning, and
for student self-reflection and goal setting. If planned well and recorded systematically, information from personal communication can be used as the basis for assessments of
learning.
Student responses are evaluated in one of two ways. Sometimes the questions we ask require students to provide a simple, short answer, and all we’re looking for is whether the answer is correct or incorrect. This is parallel to scoring for written selected response questions. Questions during instruction usually call for these short answer oral responses.
Other times, student oral responses are longer and more complex, parallel to extended written response questions. Just as with extended written response, we evaluate the quality of oral responses using a rubric or scoring guide. Longer, more complicated responses would occur, for example, during oral examination or oral presentations.
• Looking at and responding to students’ comments in journals and logs
• Asking questions during instruction
• Interviewing students in conferences
• Listening to students as they participate in class
• Giving examinations orally
We usually think of this as informal, rather than formal assessment (in which results are recorded for later use). Often it is. However, as long as the learning target and criteria
for judging response quality are clear, information gathered via personal communication can be used to provide descriptive feedback to students, for instructional planning, and
for student self-reflection and goal setting. If planned well and recorded systematically, information from personal communication can be used as the basis for assessments of
learning.
Student responses are evaluated in one of two ways. Sometimes the questions we ask require students to provide a simple, short answer, and all we’re looking for is whether the answer is correct or incorrect. This is parallel to scoring for written selected response questions. Questions during instruction usually call for these short answer oral responses.
Other times, student oral responses are longer and more complex, parallel to extended written response questions. Just as with extended written response, we evaluate the quality of oral responses using a rubric or scoring guide. Longer, more complicated responses would occur, for example, during oral examination or oral presentations.
Assessing Knowledge Learning TargetsThis is a good match with knowledge targets for most students at all grade levels, but tends to be inefficient if a lot of knowledge is to be assessed for lots of students. Personal communication works best for real-time sampling of student understanding during instruction. Also, for some students, such as those with special needs, English language learners, or younger students, it is the best way to gather accurate information.
Assessing Skill Learning TargetsStrong match when skill is oral communication proficiency; not a good match otherwise.
Assessing Reasoning Learning TargetsFor gathering accurate information, personal communication is a strong match to reasoning targets. Teachers can ask students questions to probe more deeply into a response. Or, students can demonstrate their solution to a problem, explaining their reasoning out loud as they go. The drawbacks with using personal communication to assess reasoning proficiency are, as always, the amount of time it takes and the record-keeping challenge it poses.
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Please Review the Following File to Refresh on PC.
Barriers With Personal Communication• Sampling enough performance
• Problems with accurate record keeping |
Types of Personal Communication Assessments
Conferences and Interviews
Some student-teacher conferences serve as structured or unstructured audits of student achievement in which the objective is to talk about what students have learned and have yet to learn. It is helpful to remember that interviews or conferences need not to be conceived as every-pupil, standardized affairs, with each event a carbon copy of the others. We might meet with only one student or vary the focus based on different needs of students. Keys to successful conferences:
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Class Discussion
Class discussions have the simultaneous effect of enhancing both student learning and their ability to use what they know. Consider the following to ensure you take advantage of this assessment's strengths and minimizing potential weaknesses.
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Oral Examination
This type of assessment takes planned questions posed to students, who reflect on that question and provide oral responses. The responses are then listened to and interpreted, evaluating quality and inferring levels of achievement. Being similar to extended written response assessments, but with the added benefit of being able to ask follow up questions can work better with a larger variety of students. Guidelines for Oral Examinations
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Response Journals
Response journals are most useful in situations where we ask students to read and construct meaning from literature. As they read, students write about their reactions. Typically, we provide structured assignments to guide them, including such tasks as:
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Personal Writing Journals
This is the least structured of the journal options. The purpose of this journal is to give time to students to write. The topic/focus is up to them, as is the amount they write. Personal journals offer students the opportunity to write for personal enjoyment and still provide both themselves and us with evidence over time of their improvement as writers. |
Dialogue Journals
Dialogue journals capture conversations between students and teachers in the truest sense of that idea. As teaching and learning proceed, students write messages to their teacher conveying thoughts and ides about the achievements expected, self-evaluations of progress, points of confusion, or important new insights. These are periodically turned in to be read by the teacher and replied to within the journal. It is then turned back into the student and they can reply back, comment, or start over. |
Learning Logs
The goal of learning logs is to have students reflect on, analyze, describe, and evaluate their learning experiences. They ask students to keep ongoing written records of the following aspects of their studies:
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Assessing Level of Understanding
The following are keys to successful use of oral questions as an assessment device:
- Plan key questions in advance of instruction to ensure proper alignment with the target and with students' capabilities.
- Ask clear, brief questions that help students focus on a relatively narrow range of acceptable responses.
- Probe various kinds of reasoning, as appropriate. Refer to the section below to see stems and key words that elicit various types of reasoning.
- Ask the question first, then call someone to respond. This keeps all students on their toes.
- Call on both volunteers and non-volunteers.
- After posing a question, wait five seconds for a response.
Question Stems and Verbs that Elicit Different Types of Reasoning
Words that elicit recall of information:
Explain, understand, describe, identify, tell, name, list, give examples, define, label, match, choose, recall, recognize, select.
Explain, understand, describe, identify, tell, name, list, give examples, define, label, match, choose, recall, recognize, select.
Analyze:
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Compare/Contrast:
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Synthesize:
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Classify
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Infer/Deduce
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Evaluate
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Example Knowledge AssessmentIdentify ways to look for jobs
Students will receive/be asked the following scenario: This summer you are in need of cash and looking for something to do. You want to have money for personal expenses and decide that getting a job would be good for you. As a result you begin to search for employment. In your journal, address the steps you might take to find a suitable job. Who might you speak with? What resources will you utilize? Where will you look? Etc. Possible responses- need to see steps including searching the internet, going into stores that they are interested in, tapping their networks (friends family, teachers, community groups etc). Modification: Can be done as a group activity where each student in the group must come up with a unique strategy. List types of individuals that are good candidates for effective references (PC).
Student will be given /asked the following: A friend has found an excellent work opportunity and is filling out the application when they get to the section asking for references. They are unsure who to use and ask for your advice. They need 3 references. What advice do you give them and who do you suggest they utilize and why (suggest at least 3 different categories of people for them to consider)? Who do you suggest they not use? Are there any other suggestions you have for them when using/asking for references? What to look for- Ideally you want the students to include coaches, teachers, former bosses, former volunteer supervisors, anyone who has seen them work and can attest to their work ethic and dependability etc. When suggesting who not to use you are looking for the students to include parents, relatives, friends, possibly people who wouldn't give them a good reference. Also in an ideal situation you would make sure that they tell their friend to check with any potential references to make sure that they are okay with giving the student a positive endorsement. |
Example Skill AssessmentProfessionally address a concern/conflict with supervisor/school staff.
Conflicts happen all of the time at school and at work. Based on the discussions we have had in class what are some ways that you can effectively manage a conflict with a supervisor in a professional manner. Discuss a few strategies you have learned to resolve a conflict. Students will identify and list strategies that they have found effective thus far regarding professional conflict management. |
Example Reasoning assessment |
Information obtained from:http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_stiggins.pdf