One example of a paper-and pencil technique that I found intriguing was in the March edition of the Journal of Adolescent and Adult Literacy . The playful topics that Weber mentioned were describing unusual uses of a ping-pong ball, recounting a bad habit that the student enjoys, and detailing a childhood or current addiction. He then discussed unique writing formats that would allow assessment on student writing. Having students perform writing assignments does not have to be such a grueling task, and these writing exercises will allow me to show my students the joy of writing on topics they will hopefully find amusing. Airasian went on to discuss another way of collecting assessment information, and that is through observational techniques.
Observations can be formal or informal.
When a teacher assess pupils reading aloud or presenting an oral report to the class, he or she is observing in a formal manner. However, when a teacher notices puzzled looks on pupils' faces, when they lose their concentration, or how students interact with each other, informal observation takes place. Assessment can be accomplished through both means of observation. Grades and placement can be assigned to oral reports or to listening to a student's reading, while assessment of lesson plans can occur when a teacher sees that he or she is not captivating the attention of the class. Assessment is not only executed on the student's behalf but also on the teacher's method of instructing.