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Assessment Practices for Deaf/Hard of Hearing Students: Enhancing Academic Excellence

Join a nationwide community focused on improving assessment practices for students who are deaf or hard of hearing. Explore current methods, adaptions, and considerations for standardized tests. Engage in discussions on preparing students for assessments and determining appropriate test adaptations.

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Assessment Practices for Deaf/Hard of Hearing Students: Enhancing Academic Excellence

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  1. Join Together:A Nationwide On-Line Community of Practice and Professional Development School Dedicated to Instructional Effectiveness and Academic Excellence within Deaf/Hard of Hearing Education Virtual Topical Seminar Objective 2.4 – Assessment John Luckner, Ed.D. University of Northern Colorado November 4, 2004

  2. Why Focus on Assessment? Assessment plays a critical role in our schools and society. Affects: • Students • Teachers • Schools • Communities

  3. Year 2 Project Identify current assessment practices for students who are deaf or hard of hearing Sample • Master Teachers • Assessment experts large programs

  4. Survey Sample item What do you use to assess the reading knowledge and skills of students who are deaf or hard of hearing? a. standardized tests b. informal resources or processes

  5. Similar Items • Writing • Language and Communication • Math • Science

  6. Additional Items • How do you determine which test adaptations are appropriate? • How do you prepare students for the statewide assessment test? • How do you decide which students will participate in the regular statewide assessment tests and which students will participate in the alternate statewide assessment tests?

  7. Questions to Ponder • How do we make accommodations and retain validity and reliability of standardized tests? • Are there benefits to having standardized tests with norms for deaf/hard of hearing individuals? • What important knowledge and skills are we not assessing?

  8. Suggestions and Comments John.Luckner@unco.edu

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