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So many terms . . .

So many terms. Assessment : . Testing : . Diagnosis : . McLoughlin & Lewis, 2005. Special education assessment is not. Based on the medical model Is no longer focused solely on the student. Special education assessment is. Ongoing Individualized Systematic Comprehensive

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So many terms . . .

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  1. So many terms . . . • Assessment: • . • Testing: • . • Diagnosis: • . McLoughlin & Lewis, 2005

  2. Special education assessment is not . . . • Based on the medical model • Is no longer focused solely on the student

  3. Special education assessment is . . . • Ongoing • Individualized • Systematic • Comprehensive • Purposeful • Linked to general education curriculum • Varied • Team-based • Non-biased (strives to be!) McLoughlin & Lewis, 2005

  4. Three major outcomes of assessment occur before, during, and after instruction. • Screening and Identification • Diagnostics/Planning and Formative Evaluation • Documenting Outcomes, Securing Funds, and Providing Accountability

  5. Traditional Assessment Model vs. Contemporary Assessment Model

  6. McLoughlin, J. & Lewis, R. (2005).

  7. Difficulties With Traditional Assessment Practices • Lack of Pre-referral Interventions • Lack of Integrity of Pre-referral Interventions • Wait to fail model • Bias in Referral Process • Bias in Assessment Process • Lack of Consistency in Eligibility Decisions

  8. Formal vs. Informal Assessments • FormalStandardized Assessment • Tests given with specific instructions and procedures • A standard (norms or performance criteria) established so scores can be interpreted with that standard as the comparison or referent • Informal: • Non-standardized methods of evaluating progress, such as interviews, observations, teacher-made tests

  9. Formative vs. Summative Assessment

  10. Types of Assessment MEthods

  11. Norm-referenced Assessment • Tests designed to compare a specific student’s ability with the ability of same age students in national sample. • Examples: • WRAT • PIAT • KTEA • WJ

  12. Strengths & Weakness? STRENGTHS Good for determining relative standing in peer group Standardized to make comparisons WEAKNESSES Content may not overlap curriculum Can’t use frequently to PM Not intended for instructional planning

  13. Criterion-Referenced Tests • Compare a student’s performance against an absolute standard that reflects acquisition of the skill • Criterion-related Tests • .

  14. Comparison of NRT and CRT Norm Referenced tests Criterion referenced tests Compare to a criterion . Targets specific skills Collects an adequate sample of student’s performance on a skill Uses similar items to those found during instruction • Compare to a norm • Can inform comparison to norm group and eligibility • Has a range of skills • . • Often group administered and/or machine scored and so use response formats

  15. Informal Assessments • Dynamic Assessment • Interactive assessment to determine if student has potential to learn a new skill. • Portfolio Assessment • .

  16. Informal Assessments • Error Analysis • . • Checklists, Rating Scales, Observations- • A variety of measures used to determine student's skill level or behavioral functioning. • Ecological Assessment

  17. Direct Assessment of Academic Skills • Curriculum-Based Assessment • . • Curriculum-Based Measurement-

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