This paper addresses two foundational questions in educational assessment. First, it distinguishes between formal evaluation processes — such as grades, standardized tests, IEPs, and documented life history — and informal assessment tools, including teacher observation, class participation, peer evaluations, and consultation with parents and support staff. Second, it identifies specific student behaviors that help educators gauge achievement, cognition, behavior, and communication, ranging from punctuality and attentiveness to age-appropriate social and conceptual understanding. Together, these responses offer a practical framework for holistic student evaluation.
Formal processes of evaluation used to describe a student's performance or potential can comprise a wide variety of written assessments. These include a student's grades, results on standardized tests, objectively validated learning disabilities as described in the student's Individualized Education Program (IEP), and objectively documented personal life history events in the student's file — such as the divorce of the student's parents or a physical injury. Examples of the student's work, such as a portfolio of representative assignments including quizzes or workbook pages, may also be considered in a formal assessment.
Informal processes of assessment might include the teacher's perception of a student's demeanor in class and the student's level of class participation. They might also include portfolio assignments that cannot be objectively graded, such as essays. Self and peer evaluations and scores on teamwork-related assignments may likewise be considered in an informal assessment. Conferring with the student's other teachers and resource room staff (if applicable), as well as people who know the student outside of school — such as parents and coaches — are also valuable informal assessment tools.
"Punctuality, attention, social skills, and cognition"
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