Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…

Informal assessment can make a valuable contribution to the assessment process in special education. Informal procedures are characterized by their ability to be tailored to the needs of specific assessment situations and are especially useful in student evaluation for this reason. (Author)

Proposes that decisions about the type, frequency, and content of assessment are of key importance in long-range planning, short-range planning, and daily classroom instruction. (MKR)

Factors related to the assessment of learning disabled adolescents include their failure patterns, curriculum and social demands, and institutional factors. Assessment should focus on cognitive, affective, and institutional aspects. Informal assessment approaches can include interviews, observation, and trial teaching. (CL)

The paper examines several basic grading procedures, noting the advantages and disadvantages of each procedure for handicapped students. Eight alternatives to grading are mentioned; of these, four are considered: (1) contract grading, (2) pass-fail grading, (3) the mastery learning approach, and (4) written evaluations (including checklists). It…

The article describes the Pupil Assessment Summary (PAS) designed to help educators organize data on students with behavior disorders using four categories: disturber element (focus of problem); problem behavior element (specific behaviors); setting element (when/where problem behavior occurs); and disturbed element (who regards the behavior as a…

There are 11 behavioral dimensions which parents and preschool teachers can use in assessing the development of preschool children. These dimensions are: (1) sleeping; (2) eating; (3) toilet habits; (4) range of affect or emotion; (5) variations in play; (6) curiosity; (7) acceptance of authority; (8) initiative; (9) interest; (10) spontaneous…

Teachers can provide a much more detailed and informed diagnosis of language problems despite the continued use of inadequate standardized tests. Suggestions for teachers include arranging the classroom to provide interest centered activity areas which afford opportunities for observing student language skills. (Author/DB)

Three types of informal assessment procedures (interest analysis, interviewing, and observation) are described as approaches to identifying areas of need in individualized programing for the gifted. (CL)

The authors offer examples of situations that can be used to allow for the display of traits often associated with the gifted. (SW)

The manual presents information for school psychologists on non-test-based assessment for children with suspected handicapping conditions. The information is provided in a workshop format, with instructions for presenters (objectives, content outlines, and lesson plans). It is explained that non-test-based assessment is meant to complement…

The paper stresses the importance of informal assessment of spelling, describing both quantitative and qualitative implications. Stages of word knowledge are reviewed and examples of student errors are cited to illustrate needed instruction. (CL)

Stressing that reading assessment should occur while students read books and write stories, the author discusses informal assessment of readiness, fluency, phonics, and comprehension. Implications for instruction are noted. (CL)

Eighteen ways to informally evaluate cognitive objectives are discussed: grafitti walls; newspapers; card sorts; crossword puzzles; visualizing; debates; audio-visual narratives; ABC lists; concept trees; mini textbooks; incomplete charts; brainstorming; checking guides; logs and journals; drama; manipulative events; student-made tests; student…

A special educator reviews approaches for assessing the writing skills of learning disabled students (by both formal and informal methods), describes common problems, lists prerequisites (such as sufficient visual and motor memory), and suggests prewriting activities as well as ways to help specific writing weaknesses. (CL)