Chapter 5 Informal Assessment

Advantages of Informal Assessment Relevance to instruction Closely approximates typical classroom conditions Allows for evaluation of student performance, instructional settings, and tasks Many informal assessment strategies are curriculum-based

Differences Between Formal and Informal Assessments Standard of reference Technical adequacy Efficiency Specificity

Types of Informal Assessments Obtrusiveness or unobtrusiveness of techniques Direct or indirect measures Results in three types: Direct and unobtrusive Direct and obtrusive Indirect and obtrusive

Observation Techniques Narrative report Anecdotal Ethnographic Continuous or narrative recording Sequence analysis

Steps for Conducting Observations Describe the behavior to be observed Select a measurement system Set up a data collection system Set up a data reporting system Carry out observations

Work Sample Analysis Response analysis examines correct and incorrect responses Error analysis attempts to identify patterns of errors

Response Analysis of a Student Work Sample

Task Analysis Is both an instructional technique and an assessment strategy Analysis by temporal order Analysis by developmental sequence Analysis by difficulty level Structural task analysis

Curriculum-Based Assessment Techniques Inventories and Screening Devices Classroom Quizzes Criterion-Referenced Tests Diagnostic Probes and Diagnostic Teaching

Procedures Using Informants Three purposes for using informants: To provide historical perspective Summarize observations and offer interpretation Comment on less observable concerns, such as attitudes, values, and perceptions

Procedures Using Informants Informant information is subjective Checklists and rating scales are structured assessments that can be used by informants Questionnaires and interviews elicit information from informants in writing or orally Clinical interviews utilize student insight to discover the process used by the student to complete a task

Interpreting Informal Assessment Results Limitation may be due to lack of information about technical adequacy Appropriate tools must be selected Quality of the behavioral sample should be evaluated in terms of representativeness The professional interprets performance and makes decisions Informal assessment information can be translated into instruction

Avoiding Bias in Informal Assessment Standard of comparison should be appropriate Cultural bias should be avoided Language should be appropriate to the student The instrument should bypass the limitations of the disability