[Assessment 612] Re: Systematic formative ways to record what students learn and share this informationVirginia Tardaewether tarv at chemeketa.eduMon Jan 29 12:09:26 EST 2007
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 ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment
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