Assessment in Prentice Hall Senior English
Assessment suggestions and practices in Prentice Hall Senior English have been made with the following assumptions:
- Assessment is a natural and ongoing part of the teaching /learning process. In this way, assessment will be authentic, interactive, and focussed on improving student achievement.
- Assessment should be multifaceted so that insights into student performance are based on many indicators, using a range of strategies. Students should be given numerous and varied opportunities to demonstrate their achievement. The aim is to gather quality information about students' performance in authentic situations and to use that information in informed ways.
- Assessment criteria and standards should be clear to students so that they can increasingly become more adept at assessing their own learning. Students will produce better products when the criteria for assessment has been made clear to them.
- Assessment is proactive and constructive. Assessment of the process is as important as assessment of the product. With the help of their teachers and the proficient use of the assessment tools provided, students can be guided to plan strategies for improvement.
Viewpoints 11 anthology
- Selections are preceded by a Learning Focus that identifies the knowledge and skills that students are expected to develop and demonstrate in the reading/viewing of the selection, and in the completion of accompanying selection activities.
- Selections are followed by activities that encourage students to develop and demonstrate, collaboratively and independently, the knowledge and skills required by the curriculum
- At the end of each unit are culminating activities and performance tasks. Some of these activities allow students to reflect on the unit as a whole, while others provide opportunities for assessment using the scoring rubric provided in the Teacher Resource. Suggestions for using these activities and tasks appear at the end of each unit's Course Planning Chart.
- Learning Focus boxes appear throughout the text, identifying the knowledge and skills that students are expected to develop and demonstrate
- Checklists and Key Questions for handy reference and for self-assessment are provided throughout
Viewpoints and Reference Points Teacher Resource 11
- The Course Planning Charts identify the curriculum coverage options offered by each selection, as well as the related material in Reference Points and the Teacher Resource.
- Notes for each selection identify the assessment options and tools that are supplied.
The Resource contains 156 Blackline Masters:
26 assessment checklists
28 assessment rubrics
61 to save time in supporting specific activities
41 to provide language instruction and practice
These Blackline Masters will help students in their own, independent self-assessment while clearly understanding methods for improvement.