INTRODUCTION TO ASSESSMENT Chapter One CHAPTER OBJECTIVES Define
INTRODUCTION TO ASSESSMENT Chapter One
CHAPTER OBJECTIVES • Define assessment • Understand the purpose of assessment • Know the professionals involved in the assessment process • List and define the classifications in special education as defined under IDEA • Know the 3 most common ways students are identified for the assessment process • Understand the covered methods of assessment • Have a general working knowledge of parental consent in the assessment process
Assessment • A process that involves collecting information about a student for the purpose of making decisions
Components of the Assessment Process • • • Collection Analysis Evaluation Determination Recommendation
Purpose of Assessment • • Screening Evaluation Diagnostics Eligibility IEP Development Placement Instructional Planning
IDEA 2004 The federal law that protects those in special education • Public Law 108 -446 • Aligns with NCLB • 13 Categories
Members of Multidisciplinary Team • • • Regular education teacher School psychologist Special education evaluator Special education teacher Speech and language clinician Medical personnel (when appropriate) Social workers School/guidance counselor Parents School nurse Occupational and physical therapists
Disabling Conditions Under Federal Law • • Autism Developmental Delay Deaf-Blindness Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities • Orthopedic Impairment • Other Health Impairment • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment
Three Ways Students Are Identified for Assessment
ONE • School personnel may suspect the presence of a learning or behavior problem and ask the student’s parents for permission to evaluate the student individually
TWO • The student’s classroom teacher may identify that certain symptoms exist within the classroom that seem to indicate the presence of some problem.
THREE • The student’s parents may call or write to the school or to the director of special education and request that their child be evaluated.
PARENTAL CONSENT
Components of a Comprehensive Assessment • • • An individual psychological evaluation… A thorough social history… A thorough academic history… A physical examination… A classroom observation An appropriate educational evaluation…
Components of a Comprehensive Assessment • • A functional behavioral assessment… A bilingual assessment… Auditory and visual discrimination tests Assessment of classroom performance Speech and Language evaluations… Physical and/or occupational evaluations… Interviewing the student…
Components of a Comprehensive Assessment • • Examining school records… Using information from checklists… Evaluating curriculum requirements… Evaluating the student’s type and rate of learning… • Evaluating skills… • Collecting ratings on teacher attitude…
NORM-REFERENCED TESTS • • • Norm Group Basal Ceiling Standardization Standardized Tests Criticisms of Standardized Tests
Criterion-Referenced Tests (CRTs) • Scored according to a standard (or criterion) • Content-referenced tests • Informal Reading Inventories (IRIs) • Standards-Referenced Testing
Ecological Assessment • Analyses “a student’s total learning environment. ” – Overton (1996)
Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM) • CBA- a data collecting procedure that is a direct measure of a student’s progress within a curriculum • CBM- timing tasks and then charting performance
Dynamic Assessment • Mediation • Graduated prompting • Testing the limits
PORTFOLIO ASSESSMENT “a purposeful collection of student works that exhibits the student’s efforts, progress, and achievement in one or more areas” –Paulson, and Meyer (1991) • Working Portfolio • Showcase Portfolio • Teacher Portfolio or Record Keeping
AUTHENTIC/NATURALISTIC PERFORMANCE-BASED ASSESSMENT • Ask students to perform, create, or do something. • Tap higher-level thinking and problem-solving skills. • Use tasks that represent meaningful instruction activities. • Invoke real-world applications. • Let people, not machines, do the scoring, using human judgment. • Require new instructional and assessment roles for teachers.
TASK ANALYSIS - Involves breaking down a particular task into the basic sequential steps, component parts, or skills necessary to accomplish the task
OUTCOME-BASED ASSESSMENT -Involves considering, teaching, and evaluating the skills that are important in real-life situations
LEARNING STYLES ASSESSMENT -Attempts to determine those elements that impact on a child’s learning and “ought to be an integral part of the individualized prescriptive process all special education teachers use for instructing pupils. ”
CHAPTER OBJECTIVES • Define assessment • Understand the purpose of assessment • Know the professionals involved in the assessment process • List and define the classifications in special education as defined under IDEA • Know the 3 most common ways students are identified for the assessment process • Understand the covered methods of assessment • Have a general working knowledge of parental consent in the assessment process
THE END
- Slides: 28