Reviewed are such techniques as classroom observation, using criteria for success in educational prescriptions, and plotting daily performance for evaluating the severely disturbed child. Included are such materials as a sample diagnostic test schedule, a paper on observation procedures, and graphs for recording behavior. (SBH)

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)

The authors present an informal assessment strategy format to aid teachers in meeting the needs of the handicapped student. The format includes an assessment sequence, how to analyze assessment results, and how to interpret results. (CT)

Suggests that social studies teachers need help in matching curriculum objectives and evaluation procedures. Outlines an evaluation method in which teachers pretest students, continually assess the full range of social studies activities, and combine subjective and objective procedures. (Author/KC)

Stages in developing mentally handicapped children's pretend play are outlined and techniques for assessing a child's play development are described. (SBH)

The aim of this research is to examine how social learning is connected to the acquisition of knowledge and abilities. One hundred and nineteen "A" grade students (60 boys and 59 girls) attending public primary school participated. The collection of data was carried out according to: (1) the "Athina" Test (AT) and (2) teachers'…

Described are informal assessment methods for evaluating children suspected of having a learning disability. (Author/DB)

Two teachers have developed a procedure for grading student compositions that seems fairer to both them and their students. The students are given a choice of which papers they wish to submit for grading, and when they do submit work, the papers are identified by a number only (chosen by the student and indexed in a class card file). Each teacher…

The article presents a rationale for naturalistic assessment of young handicapped and nonhandicapped children in the classroom. Observation of such areas as cognitive activity, materials use, sustained activity, activity variation, adaptive environment, and classroom structure are encouraged. Four alternative assessment procedures are presented,…

Reasons for misidentifying intellectually gifted children through standardized tests are discussed, and a teacher nomination form for potentially gifted students is presented. (CL)

Outlines critical weaknesses of many assessment procedures. Argues that, to be meaningful, the act of assessment must in some way enhance the learning process. Discusses establishing purpose for assessment and selecting criteria. Outlines alternative assessment techniques. (SR)