Informal assessment is a procedure for obtaining information that can be used to make judgements about children's learning

behavior and characteristics or programs using means other than standardized

instruments.

Observations, checklists, and portfolios are just some of the informal methods of

assessment available to early childhood educators. The table

below outlines methods for informal assessment, their purposes, and guidelines for

using them.

Method Purpose Guidelines

ObservationKid watching-

looking at children in a

systematic way

Enables teachers to

identify children's

behaviors, document

performance, and make

decisions

Plan for observation and be

clear about the purposes of

the observation.

Anecdotal Record Gives a

brief written description of

student behavior at one

time

Provides insight into a

particular behavior and a

basis for planning a

specific teaching strategy

Record only what is

observed or heard; should

deal with the facts and

should include the setting

(e.g., where the behavior

occurs) and what was said

and done.

Running RecordFocuses

on a sequence of events

that occurs over time

Helps obtain a more

detailed insight into

behavior over a period of

time

Maintain objectivity and try

to include as much detail

as possible.

Event samplingFocuses

on a particular behavior

during a particular event

(e.g., behavior at

lunchtime, behavior in a

reading group)

Helps identify behaviors

during a particular event

over time

Identify a target behavior to

be observed during

particular times (e.g.,

fighting during transition

activities).

Time samplingRecord

particular events or behaviors at

specific time intervals (e.g., five

minutes, ten minutes)

Helps identify when a particular

child demonstrates a particular

behavior; helps answer the

question, "Does the child do

something all the time or just at

certain times and events?"

Observe only during the time

period specified.

Rating scaleContains a list of

descriptors for a set of behaviors

Enables teachers to record data

when they are observed

Make sure that key descriptor

and the rating scale are

appropriate for what is being

observed.

Checklist A list of behaviors

identifying children's skills and

knowledge

Enables teachers to observe

and easily check off what

children know and are able to do

Make sure that the checklist

includes behaviors that are

important for the program and

for learning (e.g., counts from 1

to 10, hops on one foot).

Work SampleCollection of

children's work that

demonstrates what they know

and are able to do

Provides a concrete example of

learning; can show growth and

achievement over time

Make sure that the work sample

demonstrates what children

know and are able to do. Let

children help select the items

they want to use as examples of

their learning.

PortfolioCollection of children's

work samples and other

products

Provides documentation of a

child's achievement in specific

areas over time; can include test

scores, writing work samples,

videotapes, etc.

Make sure the portfolio is not a

dumpster but a thoughtful

collection of materials that

documents learning over time.

InterviewEngaging children in Allows children to explain

Ask questions at all levels of

Bloom's taxonomy in order to