This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included…

This article presents a rationale for using active involvement techniques, describes large- and small-group methods based on their documented effectiveness and applicability to K-12 classrooms, and illustrates their use. These approaches include ways of engaging students in large groups (e.g., unison responses, response cards, dry-erase boards,…

In today's diverse classrooms and age of accountability, teachers need to use efficient, research-based instructional approaches that engage all students, promote interest and variety in learning and teaching, and provide immediate and continuous informal assessment data. This article presents a rationale for using active involvement techniques,…

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)

Although students definitely improve their spelling skills when exposed to the Morphographic Spelling program (a set of rules that helps students analyze virtually any spoken English word for correct spelling), there are several questions about the program still unanswered. A limited study in London, England, to determine the effectiveness of…

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…

Describes cognitive levels matching (CLM) as a process by which teachers informally and formally assess students' cognitive levels and adapt instruction according to students' needs. Discusses four informal strategies that can assist teachers in acquiring developmental perspective basic to CLM. (CMG)

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)…

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)

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…

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…

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)

Described is a diagnostic-prescriptive model for teacher observation of learning disabled students. It is explained that through observation, teachers should be able to answer questions in seven areas, including the existence of a real learning disability; the student's functioning level in reading, arithmetic, and writing; the student's learning…