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Assessment

Assessment. EDCI 336 November 15, 2005. Assessment. Types of assessment Formative Summative. Assessment. Formative Program goals Program planning Activities, materials, experiences planning. Assessment. Formative Curricular adaptations Ongoing. Assessment. Summative

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Assessment

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  1. Assessment EDCI 336 November 15, 2005

  2. Assessment • Types of assessment • Formative • Summative

  3. Assessment • Formative • Program goals • Program planning • Activities, materials, experiences planning

  4. Assessment • Formative • Curricular adaptations • Ongoing

  5. Assessment • Summative • Systematic examination of children’s progress

  6. Assessment • Summative • Effectiveness of interactions • Efficacy of curricular decisions • Have student goals been achieved?

  7. Assessment • Table 9.1 • Table 9.4

  8. Assessment • Methods of collecting and recording information: • Observation • Anecdotal records • Work samples

  9. Assessment • Communication samples • Behavior samples • Activity preference records • Checklists • Sociograms (p.94)

  10. Assessment • Types of sampling • Event sampling • Time sampling • Category sampling

  11. Assessment • Event sampling • Low frequency skills/behaviors • Predictable intervals

  12. Assessment • Event sampling • Count # of times behavior occurs • Note # of opportunities • Table 9.5

  13. Assessment • Time Sampling • Tracks whether or not behavior occurs during specific time period

  14. Momentary TimeSampling • Useful for predictable behaviors • Frequent or continuous behaviors • At specific intervals record presence or absence of behavior • Table 9.6

  15. Partial interval recording • Record each time behavior occurs for 10 minutes • Record several times during the day • Use for unpredictable behaviors Table 9.7

  16. Assessment • Event and time sampling require designation of criteria and conditions

  17. Assessment • Category sampling • Used for variations in skill or behavior • Should not see two behaviors occurring simultaneously • Table 9.8

  18. Assessment • When to use sampling • Establish a base line • Measure progress • Determine mastery

  19. Assessment • Which type of sampling to use? • The frequency of the skill • The context of the skill • Match the strategy to the skill being assessed

  20. Assessment • Check for generalization across settings, situations and with different people • Data collection by family • Involvement of child

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