Assessment For Today’s Classrooms™ Module 3 Informal Assessment

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Assessment For Today’s Classrooms, Module 3

Formal assessments assume a single set of expectations for all students and come with prescribed criteria for scoring and interpretation. Formal assessments are information, such as grades, FCAT 2.0, SAT, or ACT Scores that become a record of the student’s performance or progress.

Assessment For Today’s Classrooms, Module 3 Informal assessments help teachers make better instructional decisions and guide instruction by shaping individual student tasks, monitoring progress, or placing students in groups based n capabilities. Informal assessments require a clear understanding of the level of abilities the student brings and are not intended to provide a comparison to a broader group of students.

Informal Reading Inventory (IRI) * Other Inventories* Anecdotal Records* Rubrics* Running Records* Curriculum-Based Measurement* Portfolio Assessment* Observation Checklists Teacher Constructed Tests Interviews Opinion Polls K-W-L Journal Entries * Topics That Will Be Explored More Specifically During Course Assessment For Today’s Classrooms, Module 3

Curriculum Based Measurement Running RecordsRubricsAnecdotal Records Summary of Assessment Method Screening, Diagnostic, or Progress Monitoring? Tests which?  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension How will I use the information for instructional decisions Feasibility Low High Low High Low High Low High Comments

Assessment For Today’s Classrooms, Module 3 Informal Reading Inventories Other Inventories Summary of Assessment Method Screening, Diagnostic, or Progress Monitoring? Tests which?  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension  Oral Language  Phonological Awareness  Phonics  Fluency  Vocabulary  Comprehension How will I use the information for instructional decisions Feasibility Low High Low High Low High Low High Comments

Using one of the intelligences (Musical/Rhythmic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic) create a “memory hook” to help the group remember the following: The assessment name What is assesses When to use it How to use it Assessment For Today’s Classrooms, Module 3

Start small. Decide ahead of time whether you wish to use portfolios in all subjects/classes or start with one subject/class. Model everything for students. Plan your schedule to allow for blocks of time to free yourself up for conferencing. Train students in peer conferencing. Take advantage of extra hands (parents, assistants, older students, principals, etc.). Stay organized and develop a routine the students can manage. Buddy up with a partner or team for support. Keep portfolios accessible to the teacher and students. Don’t give up – it’s worth it! Assessment For Today’s Classrooms, Module 3

1.Which types of portfolio(s) do you plan to implement in your classroom? 2.What do you plan to put in them? 3.How do you plan to organize the filing system for them? 4.What resources do you have in place at your school or in your district to assist you with the implementation of portfolios in your classroom? Assessment For Today’s Classrooms, Module 3

Assessment For Today’s Classrooms ™ PowerPoint Presentation Module 3 Informal Assessment PowerPoint Presentation By: Lawanna Martinec Contact information: Diana Brown © 2013 PLS 3rd Learning.