Giving descriptions or instructions using visual or written prompts Oral reporting to the whole class Telling a story by using a sequence of three or more pictures Completing dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groups Brainstorming Completing incomplete stories Playing games When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time. Respond to "what" and "where" questions Ask for or respond to clarification Read addresses or telephone numbers Portfolio assessments Portfolios are practical ways of assessing student work throughout the entire year. With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives.
Informal Assessments A to Z: A list of Ideas September 5, We all need to use assessments in our classroom to determine how our students are doing with the content, but if you are like me, you get a little bored with the same old thing every time.
I mean, just how many times can you do the ticket out the door? And if you are getting bored, you know your kiddos are, too! To be a bit creative, they are in alphabetical order.
Some you may have heard of, while others may be new to you. These are all ideas I have collected and compiled for you.
The overall goal is to build your toolkit and to help you come up with some new ideas the next time you need an informal assessment. At the end I have all these ideas in a PDF form for you to download and to reference later.
For some of these, there are pictures to make it easier for you to see. For others, there is just a description.
A — Anticipatory Guides Before the start of a unit, you would provide students with a few statements related to the unit. Students check if they agree with the statement or not.
This helps you get an idea of their prior knowledge. Then, after you have taught the unit, you can go back and reassess to see if their thinking has changed any.
B — Bump in the Road In this informal assessment, students write down something from the lesson that they found confusing or difficult. Each student writes a question about something that was discussed during the unit.
Then, students will open the crumpled paper and answer the question. If desired, you can then re-crumple and toss it again.
Have the next student who opens it add any additional information. You can continue one more time and have students add anything, make changes, or even present the class with a new question or answer.
Then, students begin passing around a stapler and add their link to a chain that begins forming. They will stand back-to-back. The teacher will ask a question while they both respond on their white boards.
After a few minutes, the students both turn around and show their answers. This can be provided when students enter the classroom, related to something prior to the learning, or after students have learned the content, it can be given to them on the way out.
Some teachers have done both. This has been used as a method to help teachers assess whether they need to review or reteach. F — Four Corners In this assessment the teacher places terms, answers to questions, or concepts in each of the corners of the room.
An alternative is to place a multiple choice question on a doc cam and have students move to the labeled corner that they think is the answer.“student writing assessments” is broader due to the limited number of standardized, adequate measures to assess a complex and iterative construct like writing.
Alignment of K Writing Goals and Assessment Just as a comprehensive assessment system explicitly linked to reading goals is a critical component.
The good news is you can effectively and informatively assess your student's writing skills using informal techniques.
The following information is designed to give you . Administering informal assessments on a regular basis throughout the school year provides useful information that can help teachers to identify the individual strengths and weakness of each student — and most importantly, guide the next steps in instruction.
Informal assessment information can help you decide. Formative (Informal) Assessment Strategies Tools for Formative Assessment Techniques to Check for Understanding Index Card Summaries/Questions Periodically, distribute index cards and ask students to write on both Closing activity where students respond in writing or verbally to short assignments.
Turn to Your Partner. This page covers the key aspects of formal and informal writing styles. Before deciding which style is appropriate to your message you should read our page: Know your Audience.
You may also find our page: Writing Styles helpful, part of our study skills section, it summarises the main styles of. volves: brief informal oral responses as students work; thorough grading of just a few student-selected, polished pieces; focus on a few errors at a time; cu- __ Paces writing effectively, spends the right amount of time on each part.
__ Produces writing that is easy to follow from section to section. Voice.