So many terms . . .

Assessment: .

Testing: .

Diagnosis: .

McLoughlin & Lewis, 2005

Special education assessment is not . . .

• Based on the medical model

• Is no longer focused solely on the student

Special education assessment is . . .

• Ongoing• Individualized• Systematic• Comprehensive • Purposeful• Linked to general education curriculum• Varied• Team-based• Non-biased (strives to be!)

McLoughlin & Lewis, 2005

Three major outcomes of assessment occur before, during, and after instruction.

• Screening and Identification

• Diagnostics/Planning and Formative Evaluation

• Documenting Outcomes, Securing Funds, and Providing Accountability

Traditional Assessment Model

Contemporary Assessment Model

vs.

McLoughlin, J. & Lewis, R. (2005).

Difficulties With Traditional Assessment Practices

• Lack of Pre-referral Interventions• Lack of Integrity of Pre-referral Interventions• Wait to fail model• Bias in Referral Process• Bias in Assessment Process• Lack of Consistency in Eligibility Decisions

Formal vs. Informal Assessments

FormalStandardized Assessment Tests given with specific instructions and

procedures A standard (norms or performance criteria)

established so scores can be interpreted with that standard as the comparison or referent

Informal: Non-standardized methods of evaluating progress,

such as interviews, observations, teacher-made tests

Formative vs. Summative Assessment

Types of Assessment MEthods

Norm-referenced Assessment

• Tests designed to compare a specific student’s ability with the ability of same age students in national sample.

• Examples:– WRAT– PIAT– KTEA– WJ

Strengths & Weakness?

STRENGTHS

Good for determining relative standing in peer group

Standardized to make comparisons

WEAKNESSES

Content may not overlap curriculum

Can’t use frequently to PM

Not intended for instructional planning

Criterion-Referenced Tests

• Compare a student’s performance against an absolute standard that reflects acquisition of the skill

• Criterion-related Tests– .

Comparison of NRT and CRT

Norm Referenced tests• Compare to a norm• Can inform comparison to

norm group and eligibility• Has a range of skills• .

• Often group administered and/or machine scored and so use response formats

Criterion referenced tests• Compare to a criterion• .• Targets specific skills• Collects an adequate

sample of student’s performance on a skill

• Uses similar items to those found during instruction

Informal Assessments

• Dynamic Assessment– Interactive assessment to determine if student has

potential to learn a new skill.

• Portfolio Assessment– .

Informal Assessments

Error Analysis– .

Checklists, Rating Scales, Observations- A variety of measures used to determine student's

skill level or behavioral functioning.Ecological Assessment

Direct Assessment of Academic Skills

• Curriculum-Based Assessment– .

• Curriculum-Based Measurement-