This paper discusses the types of readiness that are necessary for learning in science and how to assess them. Subject matter readiness refers to what students bring in terms of facts, concepts, generalizations, and principles to the new science lesson. Evaluating many aspects of student background, such as prior instruction, helps in the…

One constructivist approach to assessing student learning is the use of portfolios. The contents of a portfolio demonstrate what a student knows and can do. The portfolio indicates actual products and processes a student has developed, as exemplified in the description of the contents of a student portfolio in a teaching methods course. Portfolios…

To evaluate pupil achievement in the area of elementary school social studies, selected evaluation techniques are discussed and practical suggestions for implementation are offered. The discussed techniques include: (1) work samples, (2) rating scales, (3) checklists, (4) teacher observation, (5) sociometric devices, (6) anecdotal records, (7)…

Teachers and supervisors need to provide quality experiences in reading for each learner. School systems can appraise the effectiveness of their present reading curricula in a variety of ways. The following issues are involved in evaluating the reading curriculum: (1) objective selection; (2) objective sequencing; and (3) appraisal procedures to…

Students individually or in committees with teacher guidance need to develop a portfolio to indicate the quality of school work that has been accomplished. Student portfolios are a purposeful collection of work that illustrates the students' efforts, progress, and achievement in given areas. Portfolios provide ongoing and authentic records of…

This paper analyzes different approaches to assess learner achievement in the spelling curriculum. The following topics are discussed: assessment of spelling and the basal textbook, using spelling words for mastery based on research, individualized spelling, use of spelling words in context, standardized spelling tests, and the functional approach…

To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent…

Careful planning of lesson plans and units of study is important. Good planning does not mean success in teaching, but it certainly is salient to be well prepared each day for teaching pupils. It is unfortunate if teachers enter classrooms with little to show in the way of being prepared for teaching. Pupils do notice if a teacher is ill prepared…

Emotions, feelings, and values are important in an individual's well being. If pupils possess quality attitudes, the chances are that cognitive objectives will be achieved well, as much as the individual can be capable of doing. The teacher needs to emphasize affective objectives in reading instruction. Learning opportunities to achieve objectives…

Diverse procedures need to be used to appraise pupil progress in reading achievement, because it takes different approaches to appraise in a comprehensive manner what pupils have learned in reading. There is much to evaluate, including knowledge acquired, skills developed, and attitudes fostered. Approaches which might be used include: (1)…

Whatever has happened to using teacher observation as an approach to assess student achievement? Presently, the emphasis is upon state mandated testing to ascertain student progress. Much is written in educational journals about having students achieve No Child Left Behind (NCLB) federal and state standards, signed into law in 2002. Much drill is…

A quality evaluation program is needed to determine student progress in the language arts. Evaluation procedures emphasized should appraise in terms of stated objectives. A variety of procedures should be used since no approach is perfect. Approaches include: instructor observation of student progress; completion of checklists or rating scales;…

Three methods of appraising student achievement are discussed: (1) the measurement movement (MM); (2) problem solving (PS) in the curriculum; and (3) decision making (DM) in the curriculum. MMs in education emphasize: verification of student achievement results; objective procedures; alignment of learning opportunities with test items; teaching…

The role of the principal in evaluating student achievement is discussed in this paper. The principal is in a leadership position and has the duty of improving the ways in which students are evaluated. Educators often are blamed for poor academic achievement for which they really cannot be held responsible, but there certainly are areas in which…

The assessment of student achievement in mathematics is discussed. Different approaches should be used to ascertain student achievement of objectives in the mathematics curriculum. Some methods are subjective, such as rating scales, and these can be very useful. Among more objective approaches is the use of standardized tests. There is a number of…