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JP%20Assessment%2020 - Role of Assessment in a...

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Unformatted text preview: Role of Assessment in a Standards-based Environment. Jan Pearcy Jan Assessment Salvia & Ysseldyke, (2001): “the process of collecting data for “the the purpose of (a) specifying and verifying problems and (b) making decisions about students” (p. 675). decisions Path of assessment in special education.. Child Find Prereferral Screening Referral Process ECSE Entitlement Decision PostEntitlement EDC/MDC IEP or IFSP On-Going Assessments Accountability & Reprogramming Forms of Assessment.. Formal-Any assessment that involves the -Any collection of data through a normnormreferenced test. Informal- Any assessment that involves Any collection of data by anything other than a norm-referenced (standardized) test. (p. norm-referenced 677) 677) (Salvia & Ysseldyke, 2001) Formal Assessments Are most always are commercially designed Goal of a norm-referenced test is to provide a comparison Goal among individual’s performance in relation to his/her peers. peers Test results generally compare raw scores and Test raw transformed scores with the scores of individuals of the transformed same age and grade level. Administration rules and procedures are test specific Administration Within our state, what Norm-Referenced Test is the most Within widely used? How does it relate to classroom programming? (Extra Credit: 1 pts.) programming? (Salvia and Ysseldyke, 2001) Types of Formal Assessments Developmental Screenings Intelligence Tests Problem Behavior Scales Adaptive Behavior Scales Personality Inventories Achievements Tests 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 & IDEA reporting progress to parents reporting NCLB (a) increase the use of scientifically proven (a) instructional strategies instructional (b) improve and strengthen the accountability of (b) teaching teaching (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 Assessment.. What ALL children should know and What ALL be able to do. be Skills essential for success in today’s Skills (and tomorrow's) world. (and With specific focus on literacy and With “numeracy”. “numeracy”. Group Discussion Activity.. Specifically related to students with more Specifically moderate/severe disabilities.. What does learning look like? What does achievement look like? How can the achievement of this subgroup be How documented in relation to NCLB? documented Each group be prepared to discuss this with the Each whole group. Students with Disabilities Shriner (2000) nearly all students with disabilities Shriner should participate in a states general education assessment (90-93%). What do we know about NCLB… Four types of test groups: Four No Accommodations Accommodations Alternate Combination(s) Accommodations.. What are test accommodations? Changes in testing materials or procedures that Changes enable students to participate in assessments in way that reflect their skills and abilities rather than their disabilities” (Salvia & Ysseldyke, 2004; p. 688) p. Examples? Examples? HOT ISSUE: Do states, local districts, or even Do 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 Substitute portfolio or performance measures.” (Salvia & Ysseldyke, Salvia portfolio 2004; p. 688) 2004; Assessment Formats Assessment Tests Portfolios Observation Survey/Interview Combination Scoring Rubric-based Standards-based Combination Illinois Alternate Assessment Under the process of change.. Under http://www.isbe.state.il.us/assessment/iaa.htm http://www.isbe.state.il.us/assessment/iaa.htm http://www.isbe.net/assessment/iaa.htm Overview of IAA New IAA Events-based Events-based measurement measurement Point-in-time assessment Point-in-time of student performance of Minimizes teacher time Minimizes required to administer assessments Aligns to IL Learning Aligns Standards Standards Scoring based on use of a Scoring 4-pt rubric 4-pt Secure test book On-line scoring Previous IAA Portfolio-based measurement Longitudinal assessment of student performance Three assessment points per year Aligned to API’s and ILS Scoring based on teams of Illinois teachers Non-secure portfolio Portfolio submitted for scoring Overview of IAA Testing One Grade Higher: In an effort to ensure that students taking the Fall pilot In 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 grade tested in the spring 2008 for IAA. The Reading, Mathematics, and Science Pilot addresses The 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 Review 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 Avoid position of objects. position How to Assess Utilize: Enlarged art Hand-held manipulatives (coins, string, blocks, etc) Adapted and classroom versions of familiar Adapted books/stories 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 Extra quiet setting quiet Professional staff who provide student support to assist Professional with suggestions and material preparation as needed. How to Assess Identify the student’s primary mode of communication Identify 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 Level 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 Level task with general prompts. task Level 2 (Emerging) - The student correctly performs the task Level with specific prompts. with Level 1 (Attempting/No Response) - The student does not Level 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 Discuss/explain asked to do during the assessment. asked Provide the student with easy access to Provide communication device(s), if typically used. communication Review content-related pictures, words or voice Review output on the student’s communication system prior to beginning. Ensure that hearing aid(s) and/or FM systems are Ensure in good working order. in How to Assess: Prepare the Environment Eliminate competitive sounds or visual Eliminate distractions that may divert the student. distractions Position the student to sustain attention. Position Determine the best focal distance for the student to Determine 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 What 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 master algebraic functions” algebraic Tie alternate assessments to the same standards (Kleinert & Kearns, 2001) Example.. Passive Response// Given hand over hand and full assistance, Bill will Given brush his teeth. brush Bill has quadriplegia and will never be able to move Bill 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 in Change to Active.. Bill will acknowledge the need for his Change teeth to be brushed and then open his mouth on the count of three. of Example from: Charlotte Alternate Assessment Model Project for more examples see http://www.uncc.edu/aap Activity In groups.. Now you will make an alternate assessment Now tool. Using your Loyd and Brolin choose a subUsing competency to assess for a person with competency 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.

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