Evaluative strategies

Ongoing process of watching, listening and recording student learning.

Helps us to decide what students can do and where we need to go next.  It is a great tool to help us inform our instruction. 

Done through our own observations when we are working with small groups such as through guided instruction or observing students working independently or in partners.

• Presentations

• Debates

• Role playing

• Demonstrations 

• Simulations 

• Small group work 

• Individual work 

Tools to keep traces 

• Rubrics

• Observation grids 

• Task requirements checklists for teachers.

• Digital whiteboards like Explain Everything, CANVA or TEAMS

• Response recording tools like TEAMS

• Digital portfolios like Teams, OneNote or CANVA

• Recording using a tablet or a computer with a tool like Vocarroo

• An online grade book to keep track of data, grades, assessment or evidence

Evaluative strategies

Less formal, less structured conversations that allow students to explain their thoughts and deepen their thinking.

These conversations can take place in class or as students enter the classroom, in the halls of the school between classes, etc. 

By conversing with students in this way, the teacher can get a better picture about the students’ language abilities as well as their level of understanding on a subject.:

• Conversation periods 

• Student-teacher conferences 

• Group meetings or other exchange opportunities  

• Interview 

• Questioning 

• Think-Pair-Share 

• Discussions 

• Blogs 

• Notes 

• Journals 

• Moderated online forums 

• Teacher/Student feedback 

• Portfolio conferencing

Tools to keep traces:

• Observation grids 

•  Checklist 

• Anecdotal records 

• Scales of appreciation 

•  Adapted evaluation rubrics like iDoceo 

• Videos like Teams and Google Meet

• Recordings like Flipgrid and Seesaw 

• Self and peer evaluations 

• Online tools like Explain Everything, Hangout, Showbie.

Evaluative strategies 

Opportunities for the students to demonstrate what they are capable of (competency development).

They are rich culminating tasks. 

They can be chosen both by the student and the teacher.

The teacher can suggest different task options to be chosen by the student.

They should be reliable and valid, so to ensure equity, they should be supervised by the teacher as much as possible.

Homework is not a reliable product.

Group work can be valid if the evaluation assesses the individual work.

• Projects 

• Assignments 

• Presentations 

• Texts (Written productions, journals, blogs …) using tools like Showbie Storybird BookCreator, PosterMyWall.

• Comprehension or reinvestment activities (e.g. edpuzzle) 

• Surveys tools like Google Forms, Socrative, Kahoot, Mentimeter.

• Portfolios

• Quizzes (e.g. Quizizz , Quizlet, …)

•  Tests and exams  

Tools to keep traces 

• Rubrics and observation grids 

• Checklists 

• Presentations tools like PowToon, Google Slides, Sway, PowerPoint, ... 

• Anecdotal records 

• Adapted evaluation tools 

• Portfolio reflexion activities (e.g. Seesaw) 

• Self and/or peer evaluation tools