Unformatted text preview: Role of Assessment in a
Salvia & Ysseldyke, (2001): “the process of collecting data for
the purpose of (a) specifying and
verifying problems and (b) making
decisions about students” (p. 675).
decisions Path of assessment in special education..
Find Prereferral Screening Referral
Process ECSE Entitlement
Decision PostEntitlement EDC/MDC IEP or IFSP On-Going
Reprogramming Forms of Assessment..
Formal-Any assessment that involves the
collection of data through a normnormreferenced test. Informal- Any assessment that involves
collection of data by anything other than a
norm-referenced (standardized) test. (p.
677) (Salvia & Ysseldyke, 2001) Formal Assessments Are most always are commercially designed
Goal of a norm-referenced test is to provide a comparison
among individual’s performance in relation to his/her
Test results generally compare raw scores and
transformed scores with the scores of individuals of the
same age and grade level.
Administration rules and procedures are test specific
Within our state, what Norm-Referenced Test is the most
widely used? How does it relate to classroom
programming? (Extra Credit: 1 pts.)
(Salvia and Ysseldyke, 2001) Types of Formal Assessments Developmental Screenings
Problem Behavior Scales
Adaptive Behavior Scales
Test of Sensory Acuity (vision, hearing, etc.)
Tests of Perceptional-Motor Skills All discussed in SPE 4800 Role of assessment.. IDEA 97- progress in general curriculum &
reporting progress to parents
NCLB (a) increase the use of scientifically proven
(b) improve and strengthen the accountability of
(c) increase the amount of quality instruction
Evidence-based education What this means for you?
What does this mean for students? NCLB Content Standards Related to
What ALL children should know and
be able to do.
be Skills essential for success in today’s
(and tomorrow's) world.
(and With specific focus on literacy and
“numeracy”. Group Discussion Activity.. Specifically related to students with more
moderate/severe disabilities.. What does learning look like? What does achievement look like? How can the achievement of this subgroup be
documented in relation to NCLB?
Each group be prepared to discuss this with the
whole group. Students with Disabilities
Shriner (2000) nearly all students with disabilities
should participate in a states general education
assessment (90-93%). What do we know about
Four types of test groups:
Four No Accommodations Accommodations Alternate Combination(s) Accommodations.. What are test accommodations?
Changes in testing materials or procedures that
enable students to participate in assessments in
way that reflect their skills and abilities rather
than their disabilities” (Salvia & Ysseldyke, 2004;
HOT ISSUE: Do states, local districts, or even
testing corporations have the legal authority to set
parameters as a matter of policy on testing
accommodations? Or do the rights and needs of an
individual supersede? Alternate Assessment
“Substitute ways of gathering data often by means of
portfolio or performance measures.” (Salvia & Ysseldyke,
2004; p. 688)
2004; Assessment Formats
Combination Scoring Rubric-based
Combination Illinois Alternate Assessment
Under the process of change..
http://www.isbe.net/assessment/iaa.htm Overview of IAA New IAA Events-based
of student performance
Minimizes teacher time
required to administer
Aligns to IL Learning
Scoring based on use of a
Secure test book
On-line scoring Previous IAA Portfolio-based
assessment of student
points per year
Aligned to API’s and
Scoring based on
teams of Illinois
for scoring Overview of IAA
Testing One Grade Higher: In an effort to ensure that students taking the Fall pilot
have received sufficient instruction in the grade level
content, the IAA will be administered to students at one
grade level higher than the student population that will be
tested in the spring 2008 for IAA. The Reading, Mathematics, and Science Pilot addresses
content standards and priority objectives at grades 3-8
& 11, but will be administered at grades 4-9 & 12.
11, How to Assess:
IAA Preparation Resources Expanded Teacher Instructions Updated Implementation Manual Teacher Resource Guide Administration Checklist & Irregularity Report Online User’s Guide
Online How to Assess Review the scoring rubric and the guidelines at all 4
levels. (Refer to page 13 of the Implementation Manual)
levels. Stay true to student task and assessment objective. Use simplified language and grade-appropriate content. Avoid cuing answers through body language, voice, or
position of objects.
position How to Assess
Utilize: Enlarged art Hand-held manipulatives (coins, string, blocks, etc) Adapted and classroom versions of familiar
books/stories Visual aids and assistive technology as needed Tactile forms of print and/or raised-line materials Computer graphics as needed Extra time and additional breaks for test taking in a
quiet Professional staff who provide student support to assist
with suggestions and material preparation as needed. How to Assess Identify the student’s primary mode of communication
and administer each task using this mode.
and Verbal/Nonverbal Sign Systems Communication Books Assistive Technology Language issues (e.g., ELL) IAA Scoring Rubric Level 4 (Attaining) - The student correctly performs the task
without assistance or with a single repetition of instructions
or refocusing. The teacher can repeat the instructions
without change (no additional prompting and no indication
of right or wrong answer).
of Level 3 (Progressing) - The student correctly performs the
task with general prompts.
task Level 2 (Emerging) - The student correctly performs the task
with specific prompts.
with Level 1 (Attempting/No Response) - The student does not
perform the task at Level 2 or provides an incorrect
response despite Level 2 support.
response How to Assess:
Prepare the Student Discuss/explain to the student what he/she will be
asked to do during the assessment.
asked Provide the student with easy access to
communication device(s), if typically used.
communication Review content-related pictures, words or voice
output on the student’s communication system
prior to beginning. Ensure that hearing aid(s) and/or FM systems are
in good working order.
in How to Assess:
Prepare the Environment Eliminate competitive sounds or visual
distractions that may divert the student.
distractions Position the student to sustain attention.
Position Determine the best focal distance for the student to
view/manipulate the materials.
view/manipulate Passive Vs. Active Response Passive Response: Not active, but acted upon. Example-- a teacher wipes a student’s face.
Example-Active Response: Example-- Student wipes their own face. What if.. the student couldn’t wipe their own face-- could
you still make the response active? How?
you Focus on Active Response IEP Goals/Objects Curricula Standards and Expectations
Curricula Assessment Relating to curriculum and assessment
design.. Broadly define content standards
“use math models to solve problems in everyday life” Avoid narrowly defined standards
“master principles of trigonometry and the properties of
algebraic Tie alternate assessments to the same standards (Kleinert & Kearns, 2001) Example.. Passive Response// Given hand over hand and full assistance, Bill will
brush his teeth.
brush Bill has quadriplegia and will never be able to move
his arm to brush his teeth alone. This objective keeps
him passive. It also has no link to literacy or numeracy
in the general curriculum
Change to Active.. Bill will acknowledge the need for his
teeth to be brushed and then open his mouth on the count
Example from: Charlotte Alternate Assessment Model Project
for more examples see http://www.uncc.edu/aap Activity
Now you will make an alternate assessment
Using your Loyd and Brolin choose a subUsing
competency to assess for a person with
moderate/severe disability. Make the
materials that you will utilize to assess the
chosen skill. The person is minimally verbal,
can follow 2 step directions, and is physically
a bit uncoordinated. The student has Down’s
Syndrome in the moderate range. ...
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This note was uploaded on 06/18/2011 for the course SPE 3700 taught by Professor Janpearcy during the Spring '11 term at E. Illinois.
- Spring '11