informal classroom assessment
DESCRIPTION
classroom assessmentTRANSCRIPT
Assessing Studentswith Special Needs
Outline
• Fundamentals • Assessing Young Children• Informal Classroom Assessment• Formal Assessment
Resources
• johnvenn.com – Dedicated to assisting teachers with student assessment.
• Download – This Presentation– Classroom Assessment Resource
Guide for Teachers
Compare and Contrast
Informal Assessment
FlexibleDynamicIndividualizedContinuousProcess-BasedProgress Measuring
Formal Assessment
StructuredStaticStandardizedEpisodicProduct-BasedKnowledge Testing
Assessing Young Children
• Developmental Assessment– Definition– Characteristics
Assessing Young Children
• Questions Teachers Ask – What is normal development?– Is the child following the normal
pattern?– If not, why not?– What do we do about it?
Assessing Young Children
Principles of Developmental Assessment– Lower skills precede higher skills– Maturation– Teachable moments– Skipping developmental stages– Play is a child’s work
Assessing Young Children
• Using Developmental Scales (Checklists of Skills)
• Learning Accomplishment Profile (LAP)
Fine Motor Writing Skills
Dev Age Description Pre Post
36 Copies Circle
48 Copies Cross
54 Copies Square
54 Copies simple words (cat)
60 Copies Triangle
72 Copies Diamond
72 Copies letters b, d, p, g
“One test of the correctness of an educational procedure is the happiness of the child.”
Maria Montessori (Italian Physician and Educator. 1870-
1952)
Informal Classroom Assessment
• Checklists and Charts• Curriculum-Based Measurement• Portfolio Assessment
Informal Classroom Assessment
Definition A variety of flexible, non-standardized
procedures for measuring student performance, achievement and progress.
Informal Assessment Procedures
As teachers we use informal assessment every day in our classrooms when we
•Observe student behavior•Find an error pattern in a student paper•Interview a student•Grade student homework•Give a teacher-made test•Use checklists to measure progress
Informal Assessment
Has many different namesTeacher-made testingClassroom-based assessmentCurriculum-based assessmentCurriculum-based measurementAuthentic assessment
Informal Assessment
Provides a direct link between assessment and teaching.
Informal Assessment
Efficient (fast and easy)Effective (precise)
Informal Assessment
Time Requirements Reliability Validity
In Preparation Low
High
HighIn Class Low
In Analysis Low
Informal Assessment
Time Requirements Reliability Validity
In Preparation High
High
HighIn Class High
In Analysis High
My Favorite Informal Assessments
In my teaching I use many different kinds of checklists as informal measures of student behavior, achievement, performance, progress, and growth.
Checklists of Reading Skills
Oral Reading
Observations
Comments1 2 3
1. Reads expressively
2. Reads clearly (pronunciation)
3. Reads at an appropriate rate
4. Reads for meaning
5. Observes punctuation
6. Not easily frustrated
7. Attempts unfamiliar words
8. Uses morphological skills
9. Uses context clues
10. Displays good comprehension11. Other notable behaviors (specify)
Diagnostic Checklist of Oral Reading
Student _________________ Teacher ______________Grade Level of Passage _____ Date ______________
Silent ReadingObservations
Comments1 2 3
1. Points to individual words
2. Runs a finger under each line
3. Runs a finger down the page
4. Whispers words
5. Says words aloud
6. Moves head while reading
7. Holds book too close
8. Holds book too far away
9. Reads too slowly
10. Reads too quickly
11. Other notable behaviors (specify)
Diagnostic Checklist of Silent ReadingStudent ___________________ Teacher ______________Grade Level of Passage _______ Date ______________
Reading Comprehension
Observations
Comments1 2 3
1. Answers factual questions about the passage
2. Classifies, categorizes, & summarizes the passage
3. Makes inferences & predictions based on the passage
4. Answers valuative questions about the passage
5. Critically analyzes the passage
6. Other notable behaviors (specify)
Diagnostic Checklist of Reading Comprehension
Student ___________________ Teacher _____________Grade Level of Passage _______ Date ________________
How to Make a Checklist
• Checklist of ADHD Behaviors• Checklist of Autism Spectrum
Disorders
ADHD SymptomsSymptoms of Inattention
Symptoms of Hyperactivity
Fidgets with hands or feet or squirms in seat Leaves seat in classroom in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is 'on the go' or acts as if 'driven by a motor' Talks too much
Symptoms of Impulsivity
Blurts out answers before questions have been completed Has difficulty waiting his or her turn Interrupts or intrudes on others (such as butting into conversations)
Symptoms of Hyperactivity
Behavior Yes No
Fidgets with hands or feet or squirms in seat
Leaves seat in classroom in situations in which remaining seated is expected
Runs about or climbs too much in inappropriate situations
Has difficulty playing quietly
Is 'on the go' or acts as if 'driven by a motor'
Talks too much
Symptoms of Hyperactivity
Behavior NeverSometimes Often
Very Often
Fidgets with hands or feet or squirms in seat
Leaves seat in classroom in situations in which remaining seated is expected
Runs about or climbs too much in inappropriate situations
Has difficulty playing quietly
Is 'on the go' or acts as if 'driven by a motor'
Talks too much
Symptoms of Hyperactivity
BehaviorObserv
1Observ
2Observ
3Observ
4
Fidgets with hands or feet or squirms in seat
Leaves seat in classroom in situations in which remaining seated is expected
Runs about or climbs too much in inappropriate situations
Has difficulty playing quietly
Is 'on the go' or acts as if 'driven by a motor'
Talks too much
Autism Spectrum Disorders
Impaired ability to make friends with peers
Impaired ability to initiate or sustain a conversation with others
Absence or impairment of imaginative and social play
Stereotyped, repetitive, or unusual use of language
Restricted patterns of interest (abnormal in intensity or focus)
Preoccupation with certain objects or subjects
Inflexible adherence to specific routines or rituals
Teacher Parent Assistant
Impaired ability to make friends with peersImpaired ability to initiate or sustain a conversation with othersAbsence or impairment of imaginative and social play
Stereotyped, repetitive, or unusual use of language
Restricted patterns of interest (abnormal in intensity or focus)
Preoccupation with certain objects or subjects
Inflexible adherence to specific routines or rituals
Checklists for Students with Severe Disabilities
Using Task Analysis
Use checklists (rubrics) to make grading complicated assignments easy.
Informal Assessment
Curriculum-Based Measurement
What is CBM
A method we use as teachers to find out how well our students are progressing in basic academic areas such as math, reading, writing, and spelling.
How does CBM work?
When CBM is used, each child is tested briefly each week or so. The “tests” generally last from 1 to 5 minutes. The teacher counts the number of correct and incorrect responses made in the time allotted to find the child’s score.
First Grade Word-Identification
Fluency
two
for
come
because
last
from ...
Teacher: Read these words.
Time: 1 minute.
Informal Assessment
New informal assessment strategy Especially helpful in identify students with special needs
Ideal for measuring progress or lack of progress with struggling students
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Sarah’s Progress on Words Read Correctly
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Sarah Smith Reading Fluency
Sep Oct Nov Dec Jan Feb Mar Apr May
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Jessica’s Progress on Words Read Correctly
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Jessica Jones Reading Fluency
Sep Oct Nov Dec Jan Feb Mar Apr May
• Sarah is responding well to the reading instruction.
• Jessica is not responding well.
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Jessica’s Progress with TutoringW
ord
s R
ead
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rre
ctly
Jessica Jones Reading Fluency
Sep Oct Nov Dec Jan Feb Mar Apr May
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Johnathon’s Progress on Words Read Correctly
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Jessica Jones Reading Fluency
Sep Oct Nov Dec Jan Feb Mar Apr May
“Identification models that include RTI will lead to better achievement and behavior outcomes for students with LD and those at risk for LD.”
Lynne and Doug Fuchs, Peabody College of Vanderbilt University
Informal Assessment
Assessing Young Children Checklists – My favoriteCurriculum-Based Measurement –
identify students with learning disabilities by measuring response to instruction
Assessing Studentswith Special Needs