Chapter 3 Informal assessment:forming instruction

Chapter 3 was a very long chapter and I read it through twice. I agreed with Goodman on the most common type of assessment. Teacher observation something I practice throughout the year. I do not think of it as "kidwatching" as Goodman calls it. In the beginning of the year I establish a portfolio on each of my students. The chapter described portfolio assessment as a purposeful collection of student work that tells the story of the student's efforts (Arter & Spandel, 1992). As the year progresses I add to the folder and make comments (I use post it) and just jot something that is important. I have not developed an easier way to make the comments but was told of a suggestion at a teacher inservice and I want to try it for the following school year. I also use a calendar with happy faces to make the parents aware of any problems with their child. I also use it as a positive acknowledgement if the child has done something that is WOW! I write it in the square and most of my parents acknowledge my comments. The chapter described several types of informal and formal assessments teachers use. I personally have never done a running record but when I was a teacher assistant and worked with first grade I became familiar with them. Because I teach PK and have taught Kinder I have never administered running records to my students. According to the readings in the chapter running records provide an authentic assessment. It provides for several reading strategies and what the outcome should be. The reading also emphasized that there should be special considerations in the informal assessment of young children. It focused on teachers should master both the declarative knowledge and procedural knowledge. The declarative being the early reading and child development and the procedural the engaging and motivating the student. I really agreed on the statement that teachers should focus on the student's needs during the early years, not the curriculum, will be most effective in moving the student forward (McGill-Franzen, 2006). I agreed with this statement because I have to meet the student's needs before I can teach them.