Informal Assessment. I. Advantages of Informal Assessment

Transcription

1 Informal I. Advantages of Informal II. Differences between Formal and Informal III. Trends in Informal IV. Observation, Work Sample Analysis, and Task Analysis V. Curriculum-Based Techniques VI. Procedures using Informants VII. Portfolio VIII. Interpreting Informal Results IX. Avoiding Bias in Informal 1 I. Advantages of Informal A. Relevance to instruction B. Closely approximates typical classroom conditions C. Allows for evaluation of student performance and instructional settings and tasks D. Many informal assessment strategies are curriculumbased 2 1

2 II. Differences between Formal and Informal A. Standard of reference B. Technical adequacy C. Efficiency D. Specificity 3 III. Trends in Informal A. Curriculum-based measurement 1. In special education, trend toward curriculum-based measurement 2. Data collection relates to student performance in the school curriculum 3. Probes are used to gather brief samples of target behaviors 4. Curriculum-based measures can also help to identify students in need of support services. 4 2

3 III. Trends (cont d) B. Alternative assessment 1. In general education, trend toward alternative or outcomebased assessment 2. centers on authentic, important tasks 3. Performance should be assessed directly 4. Emphasis on thinking and problem-solving skills 5. requires student participation 5 IV. Observation, Work Sample Analysis, and Task Analysis A.Observation 1.Continuous or narrative rewording 2. Sequence analysis 3. Steps for conducting observations a. Describe the behavior to be observed b. Select a measurement system c. Set up a data collection system d. Select a data reporting system e. Carry out observations 6 3

4 IV. Observation, Work Sample Analysis, and Task Analysis (cont d) B. Work sample analysis 1. Response analysis examines correct and incorrect responses 2. Error analysis attempts to identify patterns of errors C. Task analysis is both an instructional technique and an assessment strategy 1. Analysis by temporal order 2. Analysis by developmental sequence 3. Analysis by difficulty level 4. Structural task analysis 7 V. Curriculum-Based Techniques A. Inventories are screening devices 1.Inventories may be commercially prepared or devised by a teacher 2.Goal is to estimate a student's current level of performance B. Classroom quizzes are teachermade 1.May include true-false, multiplechoice, matching, completion, short answer, problem, and essay questions C. Criterion-referenced tests (CRTs) compare student performance to curriculum goals 1.Emphasis is on mastery 2.Placement tests and competency rests are similar to CRTs 8 4

5 V. Curriculum-Based Techniques (cont d) D. Diagnostic probes and diagnostic teaching systematically manipulate instructional conditions 1.Diagnostic probes usually are brief measures of a single instructional option 2.Diagnostic probes provide hypotheses about modifications that may influence student performance 3.Diagnostic teaching evaluates two or more instructional techniques 4.Diagnostic teaching occurs over a period of time 9 VI. Procedures using Informants A. Informant information is subjective B. Checklists and rating scales are structured assessments 1.Checklists utilize a yes-no response 2.Rating scales often utilize numerical values and may be summarized statistically 3.Rankings provide information about student preferences and are more difficult to interpret 10 5

6 VI. Procedures using Informants (cont d) C. Questionnaires and interviews elicit information from informants in writing or orally 1.Value of data is dependent on the informant's accuracy 2.Interpreter of the data must be aware of possible biases in the data D. Clinical interviews utilize student information 1.Student's report provides insight into unobserved cognitive strategies 2.Clinical interviewing is sophisticated and requires expertise in observation and interviewing techniques 11 VII. Portfolio A. Portfolios are collections of a student's work assembled over time B. Portfolios may contain a variety of types of documentation of student progress 1. Teacher observations 2. Student work samples 3. Student self-evaluations 4. Questionnaires C. Standards or criteria must be established to evaluate the content of a portfolio D. Portfolio assessment may be somewhat subjective 12 6

7 VIII. Interpreting Informal Results A. Greatest limitation of informal assessment results may be lack of information about technical adequacy B. Appropriate tools must be selected C. Quality of the behavior sample should be evaluated in terms of representativeness D. The professional interprets performance and makes decisions E. Informal assessment information can be translated into instruction 13 IX. Avoiding Bias in Informal A. Standard of comparison should be appropriate B. Cultural bias should be avoided C. Language should be appropriate for the student D. The instrument should bypass limitations of the disability 14 7