assessments

Using the Informal Assessment Packets

Over the last nine years I have made, remade, thrown out, and recreated assessment packets. I didn’t realize when I started how much of my job assessments would become. The last few years I think I have done over 10 formal assessments and twenty informal assessments every year. An enormous chunk of my time is spent giving assessments, scoring them, writing them up, and making goals based on the assessments. My friend gave me my first assessment packet when she saw me drowning under the weight of assessments. A couple of years ago I decided to write all of my own informal assessments so that I could get all of the information I needed to write good present levels and goals without constantly having to hunt for more assessments hidden in a binder somewhere.

So now the assessment packets are done and I want to pass them along to other teachers. Good assessment packets can make doing assessments painless—and make writing strong, comprehensive present levels easy.

Because the assessment packets took me such a long time to create, I am selling them on Teacher’s Pay Teachers. This section the site consists of scoring guides for the packets, sample present levels, and ideas for goals. Feel free to browse through even if you aren’t using the packets and email me any questions that you have!

Thanks for visiting!

Rose

Assessments scoring guide:

Level 1 is for students working at a PreK to second grade level.

There are three parts:

Level 2 is for students working at a second to fifth grade level.

It also has three parts:

Lots of kids fall in between so mix and match as you need! Each page has some sample present levels of kids who fell in between the two packets.

Click on the Level 1 and Level 2 links to learn more about how to score the packets, and see present levels.

I also have put up my favorite Common Core aligned goals. These goals are also aligned with the assessments packets.

 

A point of clarification—aka my soap box:

Informal assessments are what you do for Annual IEPs. You don’t need a signed consent form from a parent for them. The kids scores aren’t being normed against a national sample—you are just looking for information on exactly what a kid knows right now. Formal assessments are what you do for an Initial or Triennial IEP. Parents need to sign consent for them. Formal assessments normally are a standardized test like the Woodcock Johnson. Instead of giving specific information about what a kid knows, the formal assessments tell you how they are doing relative to other kids in their same age bracket.

Now here is my soap box. Formal assessment results tell a parent and teacher nothing about what a kid can do. Knowing that a kid can read at a 5-5 year level with a standard score of 76 doesn’t tell you how to teach a kid. Case managers should never be giving teachers and parents a sheet of scores and telling them that is their report. How does that help anyone teach and parent better?

Even when you are doing a formal assessment like the WJ you still ALSO need to be doing informal assessments. Informal assessments guide instruction. Formal assessments help determine whether a kid qualifies. Don’t give parents half a report—do informal assessments too!