Figure 4. Approaches used for different stages of assessment. (N=395)

Approaches Initial On-going Exit
Count % Count % Count %
None 3 1 7 2 24 6
Interviews 381 96 230 58 284 72
Checklists 190 48 200 51 121 31
Anecdotal Records 168 42 211 53 123 31
Observation 260 66 316 80 167 42
Conferencing 106 27 161 41 87 22
Demonstration Activities 132 33 241 61 145 37
Miscue Analysis 95 24 64 16 23 6
Portfolio Assessment 50 13 153 26 110 28
Learner Self-Assessment Guides 69 17 144 36 77 19
Peer Assessment 8 2 55 14 15 4
Writing Sample 314 79 280 7 187 47

Although interviews, miscue analysis, and writing samples are used for all stages of assessment, the respondents prefer to use them for initial assessment. Similarly, checklists, anecdotal records, observation, conferencing, demonstrations, portfolios, learner self assessment guides, and peer assessment are used across all stages of assessment; yet the respondents prefer to use these particular approaches for on-going assessment. Many of the latter approaches, such as portfolios, conferences, anecdotal records, and observation lend themselves to on-going assessment, as they need to be implemented and documented over a period of time.


Selecting Appropriate Tools

The findings show that for a high percentage of the respondents (70 percent), the primary purpose of initial assessment in their program is to help plan for individual instruction. Yet, a significantly smaller percentage of respondents (18 percent) reported that the ability of a tool to provide diagnostic information for instruction was an important factor in choosing an assessment tool.