Chapter 5Informal 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