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Focusing on Informal Student Assessment

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Focus Student Assessment
General Information:
The purpose of this assignment is to learn how to administer teacher-friendly informal assessment techniques. You must not use any formal or standardized measures for this assessment. The results from these assessments should be narrow in focus and should provide meaningful information for making instructional decisions (e.g., what objectives are needed, what approach might be best, etc.).
Instructions:
You may use ANY assessment technique from books included in the digital library for the following courses [note: this is different from what is stated in the syllabus; this means that you are not required to develop your own assessments but you must carefully choose appropriate assessments depending on the child's current functioning level]:
1. EPSY 6303 [use only one unless a persuasive rationale can be provided]
2. EPSY 6316
3. EPSY 6311
4. EPSY 6356
5. EPSY 6302
You must choose three techniques, but you must focus only on one area of assessment from the following list:
1. Oral language
2. Reading (emergent to advanced)
3. Written language (from handwriting to spelling to composing)
4. Mathematics
5. Emotional/social/behavioral
6. Study skills

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Solution Summary

This lesson focuses on assessment of student abilities using informal assessment techniques.
Emphasis are on teacher-friendly techniques that captures valid images of the learners abilities and disabilities

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INTRODUCTION:
Assessment is essential in the educational arena. Assessment provides baseline data of the learners' present levels of functioning. Without this information, how can we know what the learners' abilities or disabilities are at the onset and/or conclusion of the school year? There are some principles of assessment that we should be cognizant of according to Steen (1999):

1. Assessment is not a single event, but a continuous cycle
2. Assessment must be an open process
3. Assessment must promote valid inferences
4. Assessment that matters should always employ multiple measures of performance
5. Assessment should measure what is worth learning, not just what is easy to measure.
6. Assessment should support every student's opportunity to learn important (mathematics).

Suski, 2004, states that good assessment practices should do the following:

1. Give us useful information
2. Give us reasonably accurate, truthful information.
3. Are fair to all students.
4. Are ethical and protect the privacy and dignity of those involved.
5. Are systematized
6. Are cost-effective, yielding value that justifies the time and expense we put into them.

Types of Informal Assessment Techniques:

There are two types of assessments used in the ...

Solution provided by:
Sherall Wade, PhD
Education
  • Special Education-Cognitive Impairment (B.S), Western Michigan University
  • ZA Endorsement Early Childhood & Parent Education (Endorsement only), Wayne State University
  • PhD, Eastern Michigan University
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