Formative Assessment Strength Based Assessment Clinical Assessment of

Formative Assessment, Strength Based Assessment, Clinical Assessment of Behaviour EDPI 344 Assessment for Instruction

Class Outline 1. 2. 3. 4. In class question Class Activity Strength-Based Assessment Group activity

Four different approaches: �Standardized: CBA (Clinical Assessment of Behaviour). �Data Collection thorough time intervals. �Strength Based Assessment (SBA). �Formative Assessment (Stiggins).

Standardized Approach � 170 items; three subscales: psychosocial maladjustment, behavioural disorders and adaptive behaviours. �In this study, the test was run in a sample of gifted and nongifted students. �Significant differences were found in Anxiety, depression, attention deficit, learning disability, autistic spectrum and mental retardation. �Lower scores in gifted than in non-gifted.

Data collection �Difficulties in formative and summative assessment. �When collecting data: �Reduce the number of variables on which to gather data. �Momentary time samples for task engagement. �Impact of graphing the students’ performance.

Strength-Based Assessment �Positive Psychology �Focused on people’s strengths, not in the weaknesses. �Factors linked to setting, nature of the task. �Strengths of children with autism, and how these strengths might be valued by the peer group. �Change in the language.

Formative Assessment �Assessment for learning, ongoing process, information relevant for students, teachers, and parents. �Formative assessment affects emotion and increases motivation. �Students must have opportunities for succeeding in the class.

The only real voyage of discovery exits, not in seeing new landscapes, but in having new eyes. Marcel Proust

Deficit and Strength Approaches Deficit �Labeling and limiting. �No recognition of capabilities. �Focus on “can’t”. �No resiliency �Prescriptive rather than individualized. �Looking for patterns. Strength �Focus on trust. �Empowering. �Collaboration. �Focus on “can”. �Creating sustainable solutions

Principles of Strength-Based Practices 1. 2. 3. 4. 5. 6. 7. 8. 9. Belief that every person has potential and strengths. Strengths define people, not their limitations. What we focus on, becomes one’s reality. Language creates our reality. Change is possible. Positive change only occurs on a supportive and caring context. Person’s perspective of reality is more important than expert point of view. Self-determination. Capacity building is a process and a goal. Importance of collaborative, and participatory processes.

How to implement Strength-Based Practices in the Classroom? Engagement: students, parents, school administrators. 2. Exploring: strengths in each student; from one’s and others’ perspectives (strengths wall). 3. Expansion: strengths model is integrated as part of instruction (literature characters’ strengths). 4. Evolution: use strengths to set and to achieve goals, challenging. 1.

Assessment Plan 1. Read carefully the evidence description. 2. Select subject, grade and exceptionality. 3. State your learning outcomes 1. They refer to concrete goals students should be able to do at the end of the term. 2. Determine which type of knowledge 4. Design the assessment blueprint.