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.

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.

The good news…

• as clinical instructors/supervisors we are already utilizing strategies and tools of formative assessment.

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);

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;

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;

Student Portfolios in the areas of…

• Pediatric Language• School-age Language• Adult Language• Phonology• Voice• Stuttering• Oral Motor

Portfolios

• Oral Motor, Swallowing and Feeding (Infant, Child, Adult)

• Oral Mechanism• Augmentative/Alternative• Adult Motor Speech

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

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 . . .

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 . . .

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 . . .

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 . . .

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 . . .

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 . . .

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.

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) . . .

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).

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) . . .

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.) . . .

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 . . .