Susan
We have a computer site where students can access assignments and use
the email.  All students get an email account when they register so that
simplifies the matter.  As the instructor, I have access to their email
account from the registration records.

The most useful tool we've developed is a daily tracking sheet where we
track: OPT scores, CASAS pre and post scores, Agency data, and GED tests
completed.

For our GED OPTIONS students, we have a weekly attendance sheet,
progress, and track information needed by the school district for
completion of their end of year report: age, ethnic info, completion
dates, enrollment dates, and gender.  We complete this progress report
in Excel so the hours cumulate and so that we can send it electronically
to the school district.

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of David Rosen
Sent: Saturday, January 27, 2007 5:49 AM
To: The Assessment Discussion List
Subject: [Assessment 606] Systematic formative ways to record what
studentslearn and share this information

Susan Reid, and others who use formative assessment,

I am interested in learning more about teachers' systems for keeping  
track of what students are learning and sharing this information with  
them. What paper-and-pencil strategies do you use?  What computer- 
managed or computer-aided strategies? Do you record information  
during the class, after the class, keep it all in your head? Does  
anyone share formative assessment information with students by  
regular one-on-one conferencing, by e-mailing them, in other ways?


David J. Rosen
djrosen at comcast.net



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