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Evaluation Tools in Social Studies

This document discusses various assessment tools used in social studies including anecdotal records, rubrics, objective tests, creative works, journals, reaction papers, structured observations, and portfolios. Anecdotal records provide written observations of student progress. Rubrics describe levels of achievement using criteria. Objective tests have right/wrong answers. Creative works are artistic manifestations. Journals record reflections. Reaction papers contain personal opinions on readings. Structured observations specify what to observe. Portfolios are collections of student work showing growth over time.

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Ridz Ammang
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2K views13 pages

Evaluation Tools in Social Studies

This document discusses various assessment tools used in social studies including anecdotal records, rubrics, objective tests, creative works, journals, reaction papers, structured observations, and portfolios. Anecdotal records provide written observations of student progress. Rubrics describe levels of achievement using criteria. Objective tests have right/wrong answers. Creative works are artistic manifestations. Journals record reflections. Reaction papers contain personal opinions on readings. Structured observations specify what to observe. Portfolios are collections of student work showing growth over time.

Uploaded by

Ridz Ammang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
  • Introduction: Introduces the document and outlines the purpose of assessment and recording tools in social studies.
  • Assessment Strategies: Details the structures used to assess student knowledge and skills.
  • Anecdotal Records: Describes the use of anecdotal records for documenting observed behaviors and contexts.
  • Rubrics: Explains the use of rubrics as descriptive rating scales to assess student performance across levels.
  • Objective Test: Defines objective tests and describes their advantage in marking compared to subjective tests.
  • Creative Work: Highlights creative works as outputs of student effort across various art forms.
  • Journal: Discusses journals as reflective tools where students respond to educational material.
  • Reaction Paper: Outlines the structure and purpose of a reaction paper, emphasizing personal reflection on texts.
  • Structured Observation: Describes structured observation as a methodical approach to recording and analyzing observations.
  • Portfolio: Defines portfolios as collections showcasing student achievements and growth over time.

Evaluation/

Assessment Tools
in Social Studies

WMSU
• Assessment strategies are the structures through which
student knowledge and skills are assessed.

• Recording devises provide various means of organizing


the recordings of information about student achievement.
Teaches can choose or develop recording devises which
suit the teacher's style, the students and the activity or
learning being assessed.
Anecdotal Records

• is a short narrative describing both a behavior and the


context in which the behavior occurred;
• should objectively report specific and observed behaviors,
• Describes student performance in detail and in writing.
• The anecdotal record is used to:
• provide an ongoing record of written observations of
students progress;
• to record objectively, significant observations that are not
part of a formal assessment which might otherwise be
forgotten or remembered incorrectly;
• record observations of unanticipated performances,
behaviors, incidents, or events
Rubrics

• is a series of statements describing a range of levels of achievement


of a process, product or performance;
• contains brief, written descriptions of different levels of student
performance;
• designs desired expectations with specific performances outlined for
each level;
• is a descriptive rating scale which requires the rater to choose among
the different levels;
• uses criteria and associated description to assess the actual
performance.
Purpose
• summarize both student performance and product against
pre-stated criteria;
• make scoring of student performance more precise than
using the list of items;
• provide a clear description of what “quality” work looks
like.
Objective test
• An objective test is a test that has right or wrong
answers and so can be marked objectively. It can be
compared with a subjective test, which is evaluated by
giving an opinion, usually based on agreed criteria.
Creative work
• A creative work is a manifestation of creative effort
including fine art work (sculpture, paintings, drawing, 
sketching, performance art), dance, writing (literature), 
filmmaking, and musical composition.
Journal
• Provides frequent written reflective response to a material
that a student is reading, viewing, listening to, or
discussing.

• journal is used to: record personal reflections,


observations, and interpretations.
Reaction paper

• A reaction paper is a type of written assignment, which


requires personal opinion and conclusions on a given
article or abstract.
• Unlike a summary, a reaction paper should contain your
own thoughts on the problem, discussed in the original
text.
Structured Observation
• Also known as systemic observation.

• For structured observation the researcher specifies in


detail what is to be observed and how the measurements
are to be recorded.
Portfolio
• Is a purposeful collection of samples of a student’s work that is
selective, reflective, and collaborative;
• Demonstrate the range and depth of a student’s achievement,
knowledge, and skills over time and across a variety of context;
• Has student involvement in selection of portfolio materials as
part of the process;
• Is a visual presentation of a student’s accomplishments,
capabilities, strengths, weaknesses, and progress over a
specified time
Purpose
• Document typical student work and progress;
• Provide a comprehensive view of the student’s progress, efforts and
achievements;
• Reflect growth and progress but my serve different purposes during the
year;
• Provide a focus for student reflection on their own learning;
• Build a student’s sense of responsibility for his/her own learning;
• Build a student’s confidence in her/his abilities as a learner;
• Promote an ongoing process where students demonstrate, assess and
revise in order to improve and produce quality work.

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