Assessment is defined as a wide range of testing or measurement tasks, from informal (teacher designed instruments or measures) to standardized, norm referenced, commercially published tests.   To assess is to analyze student accomplishment using a range of documentary techniques.  To understand assessment you must understand what kinds of assessment will be conducted in our classroom.
 

Performance Assessment:   This is a measurement or rating of a student performance at one point in time in one context.  In most cases, the performance(s) is rated on or compared to a predetermined scoring rubric.  The student must perform through the application of skills and knowledge acquired in the instructional setting.  The focus may be on the process itself or the product.  An example of these assessments will be the K-2 on-going assessment and the quarterly math assessment.

Rubric:  This is a set of guidelines for determining scores.  Usually a rubric contains a scale which states the assessment dimensions.  The rubric (guide) gives the requirements for placing a group of students' samples on the scale.

Portfolios:  This is a collection of representative work.  The work gathered represents samples of a student's work to show the educational progress he/she has made over a period of time.  All additional records may also be kept in the portfolio.  Portfolios have various names, depending on
how they will be used.  The portfolio may be used solely by the teacher with teacher choice on what goes in, or it may be shared together with the student and have student input on what goes in and what will be shown.  The teacher looks at the portfolio for assessment reasons and the student may see his growth through the year in the portfolio.
( Click here to learn more about portfolios ).
 

Task:   This is a complex assessment activity.  A task implies a performance problem the student must complete.  The focus may be on the process and/or the product.  An example of this will be an oral informal checklist that I will do every nine weeks.  I will also do one at the midpoint of the grading period.

Anecdotal Records:  "Kid-watching"  - These are formal (focused) or informal (unfocused) observations that document the development and growth of students.

Focused Observations:  This involves the teachers deciding ahead of time what concept will be documented and scheduling activities which will produce demonstrations of knowledge about that concept.  These notes may later be transferred to the portfolio.

Unfocused Observations:   These involve teacher making brief written notes of observed behaviors that the teacher feels are important.  These notes may later be transferred to the portfolio.
 
 

        Thomas, R. (1995).  How to Manage Your Kindergarten Classroom.    California :  Teacher Created Materials.