Informal assessment uses methods other than standardized tests, such as observations, checklists, and portfolios, to evaluate children's learning, behavior, and development. The document outlines various informal assessment methods including observations, anecdotal records, running records, event sampling, time sampling, rating scales, checklists, work samples, and portfolios. It provides the purposes and guidelines for each method to help educators properly utilize informal assessments.

2. Informal assessment is a
procedure for obtaining
information that can be
used to make judgements
about children's learning
behavior and characteristics
or programs using means
other than standardized
instruments.

3. Observations, checklists, and
portfolios are just some of
the informal methods of
assessment available to early
childhood educators. The table
below outlines methods for
informal assessment, their
purposes, and guidelines for
using them.

4. Method Purpose Guidelines
ObservationKid watching-
looking at children in a
systematic way
Enables teachers to
identify children's
behaviors, document
performance, and make
decisions
Plan for observation and be
clear about the purposes of
the observation.
Anecdotal Record Gives a
brief written description of
student behavior at one
time
Provides insight into a
particular behavior and a
basis for planning a
specific teaching strategy
Record only what is
observed or heard; should
deal with the facts and
should include the setting
(e.g., where the behavior
occurs) and what was said
and done.
Running RecordFocuses
on a sequence of events
that occurs over time
Helps obtain a more
detailed insight into
behavior over a period of
time
Maintain objectivity and try
to include as much detail
as possible.
Event samplingFocuses
on a particular behavior
during a particular event
(e.g., behavior at
lunchtime, behavior in a
reading group)
Helps identify behaviors
during a particular event
over time
Identify a target behavior to
be observed during
particular times (e.g.,
fighting during transition
activities).

5. Time samplingRecord
particular events or behaviors at
specific time intervals (e.g., five
minutes, ten minutes)
Helps identify when a particular
child demonstrates a particular
behavior; helps answer the
question, "Does the child do
something all the time or just at
certain times and events?"
Observe only during the time
period specified.
Rating scaleContains a list of
descriptors for a set of behaviors
Enables teachers to record data
when they are observed
Make sure that key descriptor
and the rating scale are
appropriate for what is being
observed.
Checklist A list of behaviors
identifying children's skills and
knowledge
Enables teachers to observe
and easily check off what
children know and are able to do
Make sure that the checklist
includes behaviors that are
important for the program and
for learning (e.g., counts from 1
to 10, hops on one foot).
Work SampleCollection of
children's work that
demonstrates what they know
and are able to do
Provides a concrete example of
learning; can show growth and
achievement over time
Make sure that the work sample
demonstrates what children
know and are able to do. Let
children help select the items
they want to use as examples of
their learning.
PortfolioCollection of children's
work samples and other
products
Provides documentation of a
child's achievement in specific
areas over time; can include test
scores, writing work samples,
videotapes, etc.
Make sure the portfolio is not a
dumpster but a thoughtful
collection of materials that
documents learning over time.
Ask questions at all levels of