CHAPTER 1 Defining and Describing the Assessment of

CHAPTER 1: Defining and Describing the Assessment of Students with Special Needs Assessing Students with Special Needs Fifth Edition John J. Venn University of North Florida © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

Overview • Defining Assessment • History of Assessment • Legal Obligations • Ethics of Assessment • Fundamental Principles Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -2

Overview • Assessment is the process of using tests and other measures to make educational decisions. • Teachers of students with disabilities need a working knowledge of assessment to address student needs and to provide appropriate educational services. Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -3

Defining Assessment • An assortment of techniques and procedures for evaluating, estimating, appraising, testing, and drawing conclusions about students Measurement • Determining the ability or performance level of students using tests and other measures • Behavior observations, interviews, rating scales, checklists, rubrics, and progress monitoring data Testing • Usually given once with a standard set of questions Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -4

Defining Assessment • Decision making is the key element of assessment Measurement • Includes progress many different ways to gauge student Testing • Students with special needs often experience test anxiety and fear of failure Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -5

History • Intelligence Testing • Testing Large Groups • Individual Achievement Testing • Bias in Assessment • Curriculum-Based Measurement Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -6

Legislation • IDEA – Individuals with Disabilities Education Act • NCLB – No Child Left Behind Act Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -7

Ethics • Permission for testing is necessary in most situations • Privacy of test results must be maintained • Standardized test administration includes specific procedures for giving and scoring tests Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -8

Fundamentals • Assessing students with special needs is often similar to testing all students • Assessment is essential and necessary for progress monitoring and accountability • Continuous assessment is best in instructional situations • Assessment is complex Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -9

Fundamentals • Assessment changes frequently with new tests and measurement procedures • Use more than one assessment to make significant educational decisions • Assessment includes formal tests and informal measures • Assessment is a tool for helping us provide excellent instruction and intervention to students with disabilities Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -10

Summary • An elaborate process with a multifaceted structure – Contributions from many disciplines – Legal mandates – Ethical considerations – Many different tests and assessments • Teachers should be well-versed in assessment • An essential tool for providing the best possible education and related services Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 1 -11