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Peer reviewedLambdin, Diana V.; Forseth, Clare – Teaching Children Mathematics, 1996
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)
Descriptors: Elementary Education, Informal Assessment, Mathematics Instruction, Student Evaluation
Peer reviewedDeshler, Donald D.; Alley, Gordon R. – Journal for Special Educators, 1979
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)
Descriptors: Adolescents, Evaluation Methods, Informal Assessment, Learning Disabilities
Squires, Sandra K. – 1985
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…
Descriptors: Disabilities, Grading, Informal Assessment, Secondary Education
Peer reviewedMcAllister, Patricia J. – Reading Teacher, 1994
Offers a procedure for keeping a record of the quality and quantity of student responses (both group and individual) to K-W-L informal assessment. (SR)
Descriptors: Informal Assessment, Primary Education, Reading Instruction, Student Evaluation
Peer reviewedZionts, Paul; Wood, Paula C. – Teaching Exceptional Children, 1987
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…
Descriptors: Behavior Disorders, Behavior Problems, Elementary Secondary Education, Informal Assessment
Yewchuk, C. R.; And Others – Special Education in Canada, 1982
An undergraduate special education course at the University of Alberta is designed to prepare students to evaluate, select, administer, and interpret appropriate assessment instruments. The course reviews measurement concepts and formal and informal assessment with a practicum experience. Demonstration videotapes and a test library are additional…
Descriptors: Course Content, Disabilities, Informal Assessment, Special Education
Smith, Corinne Roth – 1985
A multidimensional approach to assessment of children with learning difficulties is examined. The approach explores factors along five dimensions: (1) learner characteristics (motivation, social-emotional maturity, cognitive abilities and styles); (2) task-based contributors (match of tasks to maturational levels and to cognitive style); (3)…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Assessment, Learning Disabilities
McGreevy, Ann M. – Pointer, 1986
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)
Descriptors: Elementary Secondary Education, Evaluation Methods, Gifted, Informal Assessment
Diebold, Martin H.; And Others – Diagnostique, 1980
Results indicated that untrained observers perceived the group of children as functioning at a somewhat higher level than did trained evaluators. (Author)
Descriptors: Children, Examiners, Exceptional Child Research, Informal Assessment
Peer reviewedStarr-Glass, David – Assessment & Evaluation in Higher Education, 2002
Calls for a richer perspective in assessing prior experiential learning. Asserts that using Levi Strauss' totemism instead of metaphor (looking for similarity between experience and courses) may restore power, ownership, and centrality of the experience to the candidate for assessment, while allowing evaluators to engage in a novel but authentic…
Descriptors: College Credits, Experiential Learning, Higher Education, Informal Assessment
Peer reviewedCarless, David R. – Assessment & Evaluation in Higher Education, 2002
This action research project sought to enhance assessment for learning, focusing on a "mini-viva" whereby students explained and justified to the instructor selected aspects of their assignment after it was submitted but before grading. Found that student reaction was generally positive but there were some limitations of the method. (EV)
Descriptors: Action Research, College Instruction, Formative Evaluation, Higher Education
Peer reviewedBarr, Rebecca; Blachowicz, Camille L. Z. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1993
Proposes principles for classroom diagnosis: considering diagnosis as an integral part of instruction; basing diagnoses on natural language evidence gathered in real learning situations; and using the needs of individual students in performing academic tasks as a standard. Describes a model for reading diagnosis and instructional planning. Gives…
Descriptors: Diagnostic Teaching, Elementary Secondary Education, Informal Assessment, Models
Peer reviewedLenski, Susan Davis; Wham, Mary Ann; Layne, Steve; Layne, Debbie – Middle School Journal, 1996
Offers guidelines for effective implementation of informal assessment procedures at the middle level. Accompanying each guideline is a sample strategy to enhance the informal assessment procedure. Guidelines are: (1) create a classroom environment that is conducive to informal assessment; (2) encourage students to engage in self-reflection and…
Descriptors: Evaluation Criteria, Guidelines, Informal Assessment, Middle School Students
Direct linkShermis, Mark D.; DiVesta, Francis J. – Rowman & Littlefield Publishers, Inc., 2011
"Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…
Descriptors: Student Evaluation, Standardized Tests, Scores, Measurement
Download full textTucker, James A. – 1981
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…
Descriptors: Curriculum, Disabilities, Elementary Secondary Education, Informal Assessment
