More Related Content
Similar to w3s1 Introduction to Assessments.pptx
Similar to w3s1 Introduction to Assessments.pptx (20)
Recently uploaded
Recently uploaded (20)
w3s1 Introduction to Assessments.pptx
- 1. INTRODUCTION TO ASSESSMENT w3s1 EDSP 413 – Dr. Sandy Battige
- 3. DEVOTIONAL 3
- 4. LOOKING BACK • EDTPA OVERVIEW • EDTPA EVALUATION TEMPLATE PAST DUE!! 4
- 5. INTRODUCTION TO ASSESSMENTS FOR SPECIAL EDUCATION 5
- 6. PRIMARY ASSUMPTION OF ASSESSMENT 6 01 All children can learn – When evaluators BELIEVE that all children can learn, assessment takes the role of finding strengths rather than weaknesses. All children can communicate – One important goal of assessment should be to determine HOW students communicate. All behaviors communicate! 02 Assessment must be culturally responsive – When an assessment reflects the perspective of only one cultural group, the results may be biased against students from other groups. 03 01
- 7. PURPOSE OF ASSESSMENTS 7 Screening and Identification to screen children and identify those who may be experiencing delays or learning problems. Are there unrecognized problems? Eligibility and Diagnosis to determine whether a child has a disability and is eligible for special education services, and to diagnose the specific nature of the student's problems or disability Does the child qualify for special education? IEP Development and Placement to provide detailed information so that an Individualized Education Program (IEP) may be developed and appropriate decisions may be made about the child's educational placement Is the child making progress on their goals? Instructional Planning to develop and plan instruction appropriate to the child's special needs Is the student making adequate progress toward state standards of learning? Evaluation to evaluate student progress. Is the current program working?
- 8. DEFINITION OF ASSESSMENT An assessment in special education is the process used to determine a child’s specific learning strengths and needs, and to determine whether or not a child is eligible for special education services. Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process (Swanson & Watson, 1989) that involves many ways of collecting information about the student. According to Gearheart and Gearheart (1990; cited in Pietrangelo and Giuliani, 2006), assessment is “a process that involves the systematic collection and interpretation of a wide variety of information on which to base instructional/intervention decisions and, when appropriate, classification and placement decisions. Assessment is primarily a problem-solving process” 8
- 9. 9 Formal Informal Formative Summative Direct Indirect Administered in a highly structured environment Requires the person administering the tests to have training Allows for accommodations Provides Norm- Referenced Results Does not require standardized administration Provides Criterion References Results Administered frequently, Informs instructional practices, and used to make decisions about instruction. For example, quizzes Often used for IEP progress monitoring Administered at the end of a learning sequence (unit test, EOY ) to Assesses multiple skills learned over a long period Administered by the teacher to gather information about the individual Documents what a student can and cannot do. Gathers information from other sources such as adults who are familiar with the student. Assessment Categories
- 10. FEDERAL PROVISIONS REGARDING ASSESSMENT 1. Tests are to be selected and administered so as to be racially and culturally nondiscriminatory. 2. To the extent feasible, students are to be assessed in their native language or primary mode of communication such as ASL or Communication Boards 3. Tests must have been validated for the specific purpose for which they were used. 4. Tests must be administered by trained personnel in conformance with the instructions provided by the test produces. 5. Tests used with students must include those designed to provide information for specific educational needs, not just general intelligence quotient. 6. Decisions about students are to be based on more than a single test of their performance 7. Evaluations are to be made by a multidisciplinary team that includes at least one teacher or specialist with knowledge of the area of suspected disability. 8. Children must be assessed in all areas related to a specific disability including – where appropriate – health, vision, hearing, social and emotional status, general intelligence, academic performance, communication skills, and motor skills. 10
- 11. UNDERSTANDING ASSESSMENT RESULTS 11 DESCRIPTIVE STATISTICS ARE CALCULATED USING BASIC MATHEMATICAL OPERATIONS (ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION), AS WELL AS, SIMPLE EXPONENTIAL OPERATIONS (SQUARES AND SQUARE ROOTS). ADVANCED KNOWLEDGE OF MATHEMATICS IS NOT REQUIRED!
- 12. 12
- 13. STANINES Short for “standard nines”, stanine scores are standard- score bands that divide a distribution into nine parts. 13
- 14. PERCENTILE RANK Percentile Ranks indicate the percentage of people whose scores are at or below a given raw score. It is NOT the same as the percentage correct. 14
- 15. DEVELOPMENTAL SCORES • AGE EQUIVALENT = The child’s raw score is the average performance for that age group. For example, if your 6-year-old child has an age equivalent score of 10.0 it means their score is the same as the average score for all 10-year-olds taking the test. It does not mean they are mentally 10 years old. • GRADE EQUIVALENT = The child’s raw score is the average performance for that grade level. For example, if your 5th-grade child obtains a grade- equivalent score of 10.5 in math, it means that they can solve 5th-grade math problems as well as the average 10th-grade student. They are performing better than the average 5th grade but most likely cannot perform as well as a 10th grader on 10th-grade material. 15
- 16. HOT UPDATE! = PERCENTAGE CORRECT 16 Instructional Level 85-95% Frustration Level 85% or less Independent Level 95%+
- 17. IEP PERCENTAGES OF ACCURACY LEVELS 17 Frustration Level The student knows less than 85% of the material and feels frustrated when attempting the task. Instructional Level The student can successfully complete the task with 85-95% accuracy. The task provides a degree of challenge where the student is likely to be successful, but success is not guaranteed. Independent Level The student can perform 95% or more of the task without assistance and experiences little frustration.
- 18. LOOKING FORWARD • READ: MORNINGSTAR CHAPTER 3 DUE 2/2/23 • ASSESSMENT PRESENTATIONS BEGIN 2/16/23 *NOTE CHANGE IN CANVAS!!! • ASSESSMENT ANALYSIS ASSIGNMENT – PSYCHO- EDUCATIONAL REPORT DUE 3/5/23 18
Editor's Notes
- Norm reference = Standardized tests – compare test takers in relation to other test takers. (SAT/ACT or IQ tests). But for young kids, can be used to determine things like Kindergarten readiness. Criterion-Referenced = typically assess against a set of standards to determine the knowledge and abilities gained by a student. (AP Exams)