Participants
|
Developmental
Counseling Assessment Strategies |
|
Strategy |
Description | |
Administrative Observation |
An administrator's ongoing observation and data collection based on discipline referrals, absenteeism,classroom climate and time on task. |
|
Counselor Observation |
A counselor's ongoing observation, interaction, and analysis of one student, a small group or a whole class in order to assess growth. |
|
Parent Observation |
A
parent's ongoing observation, interaction and analysis of the parent's
own child. |
|
Teacher Observation |
A teacher's ongoing observation, interaction, and analysis of one student, a small group or a whole class in order to assess growth. |
|
Anecdotal Records |
Dated narrative records used to measure student progress, growth or to record behaviors |
|
Student Writing Sample |
A sample of a student's writing. |
|
Student Interviews/Conferences |
Student-counselor conferences are used for
a variety of purposes and may be used to discuss topics addressed in curriculum
objectives. |
|
| Student Questionnaires |
Questionnaires may be used to elicit a variety of information from the students in the form of forced choice or open-ended questions. The questionnaire may provide comparative data for counselors to use when assessing student growth in a variety of ways. |
|
| Records of Student Participation |
Similar to anecdotal records, these records focus on evaluation of an individual student's growth over time. They may include checklists, self-evaluation questionnaires, charts or journal entries. |
|
| Oral Responses |
Oral student participation may be used to assess a variety of skills. For example, the way a student responds to the kinds of questions asked may give the counselor information about his/her processing of content and ability to use thinking skill |
|
| Written Responses, Student Work |
Individual/group responses to specific questions, comments, requests or directions. Examples may include the following: journals, tests, cooperative writing, daily assignments, problem-solving activities. |
|
| Creative Presentations |
Plays, original writing, mime, choral reading, puppets, role-playing, etc., presented by students. |
|
| Peer Conferencing |
Used in a supportive learning environment, a student's peers can offer valuable feedback and help set direction for further learning. They can confer with each other about topics presented, provide guidance, make comments and suggestions. |
|
| Journals |
Journals may be used to record personal experiences, ideas, reflections or thoughts; they can include responses to specific teaching or prompts, providing opportunities for students to write and share thoughts and/or experiences. |
|
| Tests |
Standardized tests, tests on objectives, pretests, and/or counselor-made tests used to assess students, provide the counselor with information regarding student needs, counseling direction and strategies. |
|
Student Self-Evaluation |
The counselor involves the student in serious self-examination of objectives with regard to student's current status, progress made or future goals. |
|
| Oral Presentations |
Students may make formal or informal presentations such as the simple retelling of an event or the presentation of a project. |
|
| Checklists |
Checklists may be used to monitor and assess
student behaviors and proficiencies. These are better tools for
assessment if they are devised specifically for a particular grade level
or a given set of student needs
|
|
| Student Activities,
Project |
Activities may be done individually, with a partner, in a small or large group or with an entire class. The activities may be dramatic, artistic or written responses. |
|
| Class Discussion |
Discussion topics may be used to encourage students to think about and exchange ideas and information with others. |
|
| T-Charts |
The T-chart is used to help
students clarify concepts or ideas. It helps to teach students
to compare and contrast specific topics. |
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