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Informal Assessment 1

Informal Assessment Assignment

The tools chosen to informally assess my student were simple, direct and measurable. These assessments are in conjunction with the goals set forth in her IEP. The goal taken from the IEP addressing my subjects expressive language states, “Given a picture of a teacher, Sarah will improve her expressive language skills by being able to correctly label/name the teacher within the picture from 10 to 50 as measured by frequency counts measures.” Yet another area I choose to focus on was in the area of mathematics. The goal states,” Given individual and small group instruction, Sarah will improve rote counting and number quantity from 5 to 25 as measured by a scoring tool.” I decided to come up with my own assessment tools to use with my subject since I wasn’t given any tools in which the teacher was using. This proved to be extremely beneficial, as she was use to the prior teacher assessments and not to the ones I created. Our data was not radically different since we both saw scores varying < 1, however, she didn’t like using the new tools I created as they were different from the ones she is used to working with. The formative assessment I used was to address her goal in math pertaining to her rote counting from 1 to 25. from an unused file in the classroom. The tool was This tool was quick and

easy to administer to my subject as it was just a number grid and gave the instruction at the top of the page. I was able to collect data three separate times and her scores are shown below.

Informal Assessment 2

Rote Counting Numbers 1-25 Progress Chart
30 25 end of year goal 25 20 15 10 5 0 9/3/2013 9/9/2013 9/16/2013 0 14

Numbers 1-25

17 14

The informal assessment tool I chose to address her needs for improving her expressive language was yet another tool I made. I decided to make a file folder job for her using the recent pictures taken of the staff this year. So not to make it an overwhelming task, we are starting off with just the picture of the ILC Para-educators that she sees on a daily basis. Although she sees us every day, she will not address any of us by name. Instead she just points and calls us “mommy”. Along with this file folder job is a sheet for collecting data. The data sheet is very simply marked with the date and a mark if she answered correctly. Once she is able to correctly name all the Para’s shown, then we will start to include Para’s from the other track and eventually moving on to others in the school.

Informal Assessment 3

Picture Identification Chart
# correctly named pictures 12 10 8 6 4 2 0 4 2 0 3 3 4

Dates of Assessment

Present Levels Sarah’s areas of strength are in expressing her needs and wants, generalization of skills and her self-determination. Sarah’s areas of limitation include articulation, model language, labeling, and rote counting. Educational Goals Given a set of 0 to 25 objects, Sarah will count the number of objects with 80% accuracy in 4 out of 5 times by the end of the school year. Given a picture of a staff member, Sarah will identify them by name with 90% accuracy 8 out of 10 times. Instructional Recommendations 1. Encourage Sarah to count as many objects as possible to increase her rote counting to reach her goal of 25 independently. 2. Introduce the “Counting on” concept. This allows a child to continue counting objects adding to a previously counted group without recounting the entire group.

Informal Assessment 4

3. Have more hands on learning such as counting buttons or beans so that there is a One- To-One Correspondence. 4. Motivate Sarah to use staff names when the opportunity presents itself. 5. Have Sarah address staff with a “Good morning” or “Hello” Ms. XX or Mr.”