Informal Classroom Assessment

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  • 1. Assessing Students with Special Needs
  • 2. Outline
    • Fundamentals
    • Assessing Young Children
    • Informal Classroom Assessment
    • Formal Assessment
  • 3. Resources
    • johnvenn.com – Dedicated to assisting teachers with student assessment.
    • Download
      • This Presentation
      • Classroom Assessment Resource Guide for Teachers
  • 4. Compare and Contrast
    • Informal Assessment
    • Flexible
    • Dynamic
    • Individualized
    • Continuous
    • Process-Based
    • Progress Measuring
    • Formal Assessment
    • Structured
    • Static
    • Standardized
    • Episodic
    • Product-Based
    • Knowledge Testing
  • 5. Assessing Young Children
    • Developmental Assessment
      • Definition
      • Characteristics
  • 6. 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?
  • 7. Assessing Young Children
    • Principles of Developmental Assessment
      • Lower skills precede higher skills
      • Maturation
      • Teachable moments
      • Skipping developmental stages
      • Play is a child’s work
  • 8. Assessing Young Children
    • Using Developmental Scales (Checklists of Skills)
    • Learning Accomplishment Profile (LAP)
  • 9. 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
  • 10. “ One test of the correctness of an educational procedure is the happiness of the child.” Maria Montessori (Italian Physician and Educator. 1870-1952)
  • 11. Informal Classroom Assessment
    • Checklists and Charts
    • Curriculum-Based Measurement
    • Portfolio Assessment
  • 12. Informal Classroom Assessment
    • Definition
      • A variety of flexible, non-standardized procedures for measuring student performance, achievement and progress.
  • 13. 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
  • 14. Informal Assessment
    • Has many different names
    • Teacher-made testing
    • Classroom-based assessment
    • Curriculum-based assessment
    • Curriculum-based measurement
    • Authentic assessment
  • 15. Informal Assessment
    • Provides a direct link between
    • assessment and teaching.
  • 16. Informal Assessment
    • Efficient (fast and easy)
    • Effective (precise)
  • 17. Informal Assessment Time Requirements Reliability Validity In Preparation Low High High In Class Low In Analysis Low
  • 18. Informal Assessment Time Requirements Reliability Validity In Preparation High High High In Class High In Analysis High
  • 19. 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.
  • 20. Checklists of Reading Skills
  • 21. Diagnostic Checklist of Oral Reading Student _________________ Teacher ______________ Grade Level of Passage _____ Date ______________ Oral Reading Observations Comments 1 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 comprehension 11. Other notable behaviors (specify)
  • 22. Diagnostic Checklist of Silent Reading Student ___________________ Teacher ______________ Grade Level of Passage _______ Date ______________ Silent Reading Observations Comments 1 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)
  • 23. Diagnostic Checklist of Reading Comprehension Student ___________________ Teacher _____________ Grade Level of Passage _______ Date ________________ Reading Comprehension Observations Comments 1 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)
  • 24. How to Make a Checklist
    • Checklist of ADHD Behaviors
    • Checklist of Autism Spectrum Disorders
  • 25. ADHD Symptoms Symptoms 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 )  
  • 26. 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  
  • 27. Symptoms of Hyperactivity Behavior Never Some times 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  
  • 28. Symptoms of Hyperactivity Behavior Observ 1 Observ 2 Observ 3 Observ 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  
  • 29. 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
  • 30. Teacher Parent Assistant 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
  • 31. Checklists for Students with Severe Disabilities
    • Using Task Analysis
  • 32.  
  • 33.  
  • 34.
    • Use checklists (rubrics) to make grading complicated assignments easy.
  • 35. Informal Assessment
    • Curriculum-Based Measurement
  • 36. 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.
  • 37. 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.
  • 38. First Grade Word-Identification Fluency two for come because last from ... Teacher: Read these words . Time: 1 minute.
  • 39. 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
  • 40. Sarah’s Progress on Words Read Correctly Words Read Correctly Sarah Smith Reading Fluency Sep Oct Nov Dec Jan Feb Mar Apr May
  • 41. Jessica’s Progress on Words Read Correctly Words Read Correctly Jessica Jones Reading Fluency Sep Oct Nov Dec Jan Feb Mar Apr May
  • 42.
    • Sarah is responding well to the reading instruction.
    • Jessica is not responding well.
  • 43. Jessica’s Progress with Tutoring Words Read Correctly Jessica Jones Reading Fluency Sep Oct Nov Dec Jan Feb Mar Apr May
  • 44. Johnathon’s Progress on Words Read Correctly Words Read Correctly Jessica Jones Reading Fluency Sep Oct Nov Dec Jan Feb Mar Apr May
  • 45. “ 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
  • 46. Informal Assessment Assessing Young Children Checklists – My favorite Curriculum-Based Measurement – identify students with learning disabilities by measuring response to instruction
  • 47. Assessing Students with Special Needs