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The key purpose of informal assessments is to match the reader to text. This purpose characterizes the second criterion of the 2010 edition of the International Reading Association Standards for Reading Professional (Gambrell, Morrow, & Pressley, 2007). A broad array of literary works ranging from conventional print, computerized, to online sources define this criterion. Informal assessments seek to make students have the essential reading, writing, and intellectual skills for complicated books.
Secondly, informal assessments present an opportunity for teachers to offer responses to their class individually (Reutzel & Cooter, 2011). This opportunity comes about by acquiring information on students’ learning progress. A third purpose of informal assessment is to drive guidelines by removing guesswork and enabling teachers to target precise shortages instead of teaching a whole lesson or unit once again.
The perception of print. Teachers sit with students individually, request them to read a print text, and later answer questions about it (DeVries, 2011). The posed questions should follow formats recommended by the informal assessment model or reading criteria.
The purpose of formal assessments is to determine the volume of knowledge students have grasped from previous lessons (DeVries, 2011). Formal assessments can present a method of comparing one student to the rest of the class. Teachers can expand this method to comparing their student individually outside the class. The difference between norm-referenced and criterion-referenced assessments is that norm-referenced assessments aim to weigh the amount of knowledge retained by a test subject while criterion-referenced assessments determines the knowledge a test subject knew prior to and after completing a task (Reutzel & Cooter, 2011).
One should interpret data reports by comparing the data acquired with the question design and not try to change the data to fit the question
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