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Formative assessment occurs when…

Formative assessment occurs when…. individuals provide feedback to the students in ways that enable the student to learn better;

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Formative assessment occurs when…

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  1. Formative assessment occurs when… • individuals provide feedback to the students in ways that enable the student to learn better; • or when students engage in self-reflective processes. Students must learn to self-assess, so they can understand the purpose of their learning and the competencies/skills they need to achieve/succeed.

  2. Formative assessment should • focus on the task; • focus on feedback to the student that is understandable; • allow students the opportunity to explore and express their understanding; • provide students the opportunity to improve; • provide guidance on how to improve.

  3. The good news… • as clinical instructors/supervisors we are already utilizing strategies and tools of formative assessment.

  4. We are assessing student competencies via… • individual planning conferences; • dx. activities (competencies…observation skills; case hx. skills; test administration; ability to diagnose/det. need for tx (type/length of tx.); counseling; referral) • tx. planning and execution; • pre-certification requirements (provide benchmarks for evaluating client progress as well as student progress);

  5. assessment through… • client staffings; • individual session evaluations; • mid-term and final evaluations (by student and clinical instructor); • session documentation (benchmarks for tx. outcomes); journals • student portfolios;

  6. assessment through… • clinical outcomes (projected number of hours in tx. vs. actual hours); • client satisfaction forms; • Individual Program Plan (IPP) for students (e.g., student strengths, needs, outcomes, time lines, responsible person/persons); • Clinical Education Seminars;

  7. Student Portfolios in the areas of… • Pediatric Language • School-age Language • Adult Language • Phonology • Voice • Stuttering • Oral Motor

  8. Portfolios • Oral Motor, Swallowing and Feeding (Infant, Child, Adult) • Oral Mechanism • Augmentative/Alternative • Adult Motor Speech

  9. School Age Language (6-16) • Assessment • Select, administer and interpret a minimum of 3 evaluations in any of the following areas: • 1. Semantic language: PPVT-R, Test of Adolescent/Adult Word Finding, Receptive/Expressive One Word Picture Vocabulary Test, Language Processing Test, The Word Test. . . • 2. Syntactic language: TOLD-I, TOAL-3, CELF-III, Fullerton Test of Adolescent Language, Oral and Written Language Scales

  10. School Age Language (6-16) • 3. Pragmatic language: Test of Language Competence, Test of Pragmatic Skills • 4. Other: Lindamood (LAC), The Listening Test, Test of Auditory Reasoning and Processing Skills, Test of Problem Solving, Detroit Tests of Learning Aptitude,CAVAT, Woodcock/Johnson Test of Achievement . . .

  11. School Age Language (6-16) • Treatment • Select and implement a miminum of 3 treatment programs and published protocols: Wiig Criterion Referenced Inventory of Language, HELP, BEST, Daily Communication, Language Remediation for the Older Elementary Child, Communication Lab, Auditory Discrimination in Depth, Sloane . . .

  12. School Age Language (6-16) • Equipment • Utilize/explore the use of at least 1 piece of equipment for the evaluation and treatment of language disorders in the school age population, as needed: FM assistive listening device, computer programs, purchased or home-made augmentative communicative systems . . .

  13. School Age Language (6-16) • Resources • Show evidence of having consulted a minimum of 2 resources: • Books: Language Intervention with School-age Children, Naremore, et.al.; Language and Learning Disablilities in School-age Children and Adolescents, Wallach and Butler; Language Disorders from Infancy through Adolesence, Paul . . . • Professional journals, conferences and inservices . . .

  14. Phonology • Assessment • 1. Will select, administer and interpret a minimum of 2 tests of articulation: GFTA, Templin Darley, Arizona Articulation Proficiency Scale, McDonald Deep Test of Articulation, Structured Photographic Articulation Test, Fisher-Logemann Test of Articulatory Competence, Weiss Comprehensive Articulation Test . . .

  15. Phonology • 2. Will select, administer and interpret at least 1 test of phonological analysis: Assessment of Phonological Processes, ALPHA Test of Phonology, Khan-Lewis Phonological Analysis, Weiner Phonological Assessment for the Apple, ISPA for the Macintosh . . .

  16. Phonology • 3. Will select, administer and interpret at least 1 test of developmental apraxia: Screening Test for Developmental Apraxia, Kaufman Speech Praxis Test . . . • 4. Will complete at least 1 50-word utterance speech sample and analyze the errors in context.

  17. Phonology • Treatment • Will select and implement a treatment program according to the client’s need following a minimum of 1 procedure in each group. • Traditional Articulation Therapy Discrimination approach (Winitz, Silverstein), Stimulus approach (Van Riper), Nonsense approach (Gerber), Phonetic Placement (Scripture and Jackson) . . .

  18. Phonology • Phonological Cycling (Hodson & Paden), Natural Process Analysis (Shirbey and Kevin Hossli), Phonological Awareness (Torgesen & Bryant, Robertson & Salter), Open Syllable (Young), Minimal Contrast Pairs (Weiner), Maximal Contrast Pairs (Guiret), Phonological reorganization (Williams).

  19. Phonology • Equipment • Will gain experience using a minimum of 3 pieces of equipment for evaluation and treatment of phonological disorders: VisiPitch, Speech Viewer, Kay Facilitator, TOFA; Computer apps: APP-R, PROMP, ISPA, artic and phonological software including Picture Gallery, Erobics, Artic; Oral Aerobics (Videotape) . . .

  20. Phonology • Other • Distinctive Feature (Costello-Onstine), Paired Stimuli (Weston) . . . • Developmental Apraxia • Melodic Apraxia Training (Smith-Engle), Easy Does It (Strode & Chamberlain), PROMPT (Shumpelik), Touch-Cue Method (Bashir, et.al.) . . .

  21. Phonology • Resources • Show evidence of having consulted at least 1 of the following: • Books: Assessment and Remediation of Articulatory and Phonological Disorders, (Newman, Craighead and Secord); Articulation Disorders (Bernthal and Bankson); The Assessment of Phonological Processes, (Hodson); Perspectives in Applied Phonology (Edwards & Hodson) . . . • Professional journals, conferences and inservices . . .

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