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Informal Assessement
- teachers asses students to check:
- 1. level of academic functioning
- 2. learning process
- 3. motivation factors
- 4. social interactions
- 5.desirable and undesirable behavior
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Advantages of Informal Assessement
- 1. Interprets performance on each item
- 2. similar to teaching program
- 3. teacher involvement
- 4. simplicity of design
- 5. broader range of students progress
- 6. can collect information continuosly.
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Limititations of Informal Assessement
- Greates limitation lack of technical information
- 1. norms not important since we are not comparing to norm sample.
- 2. lack of information about reliability and validity
- a. at minimum, content validity should be evaluated
- 1. do items represented content domain
- 2. are task appropiate
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Guidilines to Construct Informal Test
- 1. know what you are testing
- 2. consider how you intend to use this information
- 3. make a plan for your test
- 4. avoid "trick questioins" or ambiguity
- 5. measure students ability to apply skills they have learned
- 6. make sure the students have the ability to respond
- 7. set criterion level.
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Diagnostic procedure use in Informal test
OBSERVATION
- Behavior must be observable and measurable
- A. observational recording systems measure
- 1. Frequency- measures the number of times a behavior occurs.
- a. event recording
- b. interval recording
- c. time sampling
- 2. Time-measures the length of a behavior
- a. duration recording
- b. latency recording
- B. Analyze students' work samples to determine
- a. what skills the child has acquired
- b. what areas require assistance.
- 1. permanent product recording
- 2. error analysis
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Curriculum-Based Assessement Strategies
- -results used for instructional programming
- A. Criterion-referenced tests-evaluate skills through specific criteria that have been set for students.
- 1. inventories-preteaching assessment tool to determine educational needs
- 2. quizzes/tests-assess wheter students have acquired skills they were tought
- B. Task Analysis- break complex taks into teachable components.
- 1. Each step is presented to student to identify
- -where students can perform wihtout error
- -where the breakdown in learning occurs
- -& skills that must be learned to perform task
- C. Relationship between criterion-referenced testing and task analysis.
- 1. Criterion-referenced testing-determines what tasks students can and cannot perform
- 2.Task analysis pinpoints where learning process broke down.
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Curriculum Based Measurements
- Procedures using informants: teachers, parent, peer, student.
- A. Checklists and rating scales-help teachers focus on specific behaviors
- 1. Disavantages- teacher bias & inter-rater reliability
- B. Inteviews - others familiar with student's past performance
- -danger of inaccuracy
- 1. Students interview-designed to identify
- -strategies students uses twhen attempting to perform task
- -process/error strategy student follow in completing task
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Reading Assessment
- Traditional approaches to reading assessment & instruction tend to be skill-based
- A.Several
- different categories of skills make up reading & reading
- assessment:
- 1. Oral Reading Skills - assesses the accuracy & fluency of a student’s oral reading
- 2. Comprehension Skills - refers to ability to understand what is read
- • Literal Comprehension
- • Inferential comprehension
- • Listening Comprehension
- 3. Word Attack Skills - used to derive meaning &/or pronunciation of unknown words
- • phonetic analysis
- • structural analysis
- • context clues
- 4. Word Recognition Skills - measure sight vocabulary
- 5. Rate of Reading - not concerned with this aspect with students with
- reading difficulties
- Other
- Behaviors - spelling, handwriting, auditory discrimination
- B.No reading test evaluates all aspects of reading completely:
- •some tests evaluate a wide range of reading skills (e.g., Woodcock
- Reading Mastery
- Test–Revised-Normative Update)
- • other tests focus on a narrower set of skills (e.g., Gray Oral Reading Test–4th Edition)
- • most diagnostic reading tests will sample both decoding and comprehension skills
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Informal Reading Inventory
- Most frequently used classroom technique for informal assessment in reading
- IRIs contain:
- A.Word recognition inventories - graded word list taken from each level of reading material
- B.Reading passages - a series of sequentially graded selections that increase in difficulty
- C.Comprehension questions - student answers questions on the material read
- Reading
- levels measured by the IRI:
- A.Independent level
- •Word recognition96 - 100% accuracy
- •Comprehensionat least 90% accuracy
- Instructional level
- •Word recognition90 - 95% accuracy
- •Comprehensionat least 75% accuracy
- C.Frustrational level
- •Word recognitionless than 90% accuracy
- •Comprehensionbelow 75% accuracy
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