Observation assessment

• The assessors observe the students performing the assessment and

see if they have the ability to perform it properly. Practical skills
particularly clinical related areas often use direct observation to
assess students.
• Group work such as problem based learning may sometimes use
direct observation to judge a student's input.
• Observation assessment is only effective when it follows a systematic
plan to help both the assessor and the student focus on what needed
to be observed and recorded.
what kind of student performance can be
usually observed?
Potential observation foci:
• Discourse- level skills( conversation rules, turn talking, and other
macroskills)
• Cooperation, frequency of oral production)
Book: LANGUAGE ASSESSMENT PRINCIPLES AND CLASSROOM page: 142
The list might of course be modified to conform to specific needs of students, the focus of a
lesson or module, the objectives of a curriculum, and other factors.
Develop observing system should consider
the following:
1. Determine the specific objectives of the observation
2. Decide how many students will be observed at one time
3. Set up the logistics for making unnoticed observation
4. Design a system for recording observed performances
5. Do not overestimate the number of different elements you can
observe at one time keep them very limited
6. Plan how many observations you will make
7. Determine specifically how you will use the results
Recording your observations can take the form of
anecdotal records, checklists or rating scales.
Anecdotal records
Checklists
Rating scales