¶ … student's performance or potential could comprise a wide variety of written assessments. These would include a student's grades, results on standardized tests, objectively-validated learning disabilities (as described in the student's IEP), and objectively-documented personal life history events in the students 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 -- might 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. It might include assignments in a portfolio that could not be objectively graded like essays. Self and peer evaluations and scores on teamwork-related assignments may be considered in an informal assessment. Conferring with the student's other teachers and resource room staff (if applicable), and the people who know the student outside of school like parents and coaches are also valuable informal assessment tools.
Q2.Identify specific behaviors that would help an educator understand student achievement, cognition, behavior, and communication.
Coming to class on time and being 'ready to learn,' being able to pay attention to the teacher without being unduly distracted by outside stimuli, being able to be organized, and showing consideration for the welfare of others and the rules of the classroom in an age-appropriate fashion are all important for an educator to note when evaluating a student's ability to achieve. Students that show deficits in these areas as well as fail to meet certain benchmarks of student achievement may need additional assessment and support. A student's social behaviors, such being able to empathize with others and a student's cognitive capacity to demonstrate age-appropriate understanding of concepts such as form and mass are also important to note.
