Page 367 - Foundations of Learning, 4th Edition (Revised)

Step 4—Report Findings to the Assessee

The final step of the Assessment Methodology is for the assessor to provide the report to the assessee. The
assessment report documents the information collected during the performance and provides a discussion
on how the information relates to each criterion. The agreed-upon attributes and scales should be integrated
into the assessment discussion. An assessment report also includes feedback about how the assessee can
improve future performance with references to particular skills. A suggested format requires the assessor to
provide information on strengths, areas to improve, and insights made during the assessee’s performance.

When a performance has not gone well from the perspective of the assessor, it can typically be attributed
to the poor quality of one or a combination of the following:

• the performance of the assessor

• the information collected (leading to the erroneous conclusions)

• the criteria (inappropriately chosen criteria)

Finally, the assessee may offer feedback about the assessor’s performance so that the assessor can improve
his or her assessment techniques in the future.

David practically ran to Professor Robinson’s office to pick up his assessment the next afternoon. He
was only able to wait long enough to get outside the building before he sat on the steps and pulled
the assessment report out of the folder...

“Strength #1: Your thesis is strong with thorough supporting evidence, a high degree
of clarity and a well laid out plan. . . .

“Areas for Improvement #1: The transitions between the major points (see circled
areas on pages 2 & 3) are problematic and sometimes nonexistent. It might be helpful for
you to look at your paragraphs individually and ask yourself what the major point of each
paragraph is. Then ask yourself what the point of one paragraph has to do with the major
point of what follows it, in the next paragraph. A successful transition is really a stepping
stone or link between the big ideas. . .

“Insight: I can tell that you used at least two of the criteria cards I gave you. You’ve
demonstrated to me that sharing the criteria and attributes of high quality writing with the
class before they ever start writing is probably a good idea. This would also enable the class
to assess each other’s writing that much more specifically. David, thank you for drawing that
to my attention; I really learned something from this assessment opportunity. --Prof. R. ”

David felt really good about the outcome of the assessment and now had the
benefit of a solid action plan for working on his transitions. He recalled what Coach
Miller had said and knew he’d been right—the feedback David received as a result
of this assessment was information he could use to improve his performance on
the final paper. David didn’t have any questions about the assessment, but met with
Professor Robinson and thanked her for the assessment. She asked David if he felt any
more optimistic about the final paper and if he felt like he’d be able to turn things around.

“Absolutely,” said David, “I think I get it now; I know why I’m writing the paper and I
know what you’re looking for. Knowing the criteria and attributes was really helpful
because I was able to do some self-assessment on what I was writing. It sounds a
little weird, but I’m actually looking forward to finishing the paper.”

Chapter 13 — Assessment for Self-Improvement 361