“Assessing Students Needs” (Chapter 4)

“Assessing Students Needs”

Assessments Affects Decision Making

Six Areas of Decision Making

• Screening
• Diagnosis
• Program placement
• Curriculum placement
• Instructional evaluation
• Program evaluation

Screening: Decision about whether a student’s performance differs enough from peers to merit further testing.

Diagnosis: Decision about eligibility for special education services

Program Placement: Decision involving the setting in which a student’s special education services will take place. (Today’s student remain in general education classrooms much as possible)

Curriculum Placement: Decision involving that level at which to begin instruction for the student.

Instructional Evaluation: Decision involving whether to continue or change instructional procedures.

Program Evaluation: Decision involving whether a student’s special education program should be terminated, continued as is, or modified.

Information Sources Used for Programming:

Five information sources…

High-stakes achievement tests

Standardize achievement tests

Group-administered

Individually administered

Psychological tests

Alternate assessments

Curriculum-based assessments

Types of Test…

High-Stakes-

Designed to ensure all students have maximum access to general education curriculum (IDEA) Reflect standards, set by states, indicating what students should be able to know or do.

Response to rise in standards and accountability in recent decades are criterion Referenced tests that measure student attainment of standards.

Standardized Achievement Tests-

Measure academic progress, or what students have retained

Are norm-referenced

Group-administered standardized achievement tests

Individually administered diagnostic tests

Psychological Tests-

Help determine whether a student has cognitive or learning disabilities

Measure abilities that affect how well a student learns in certain settings

Can clarify why student is not learning

Alternate Assessments-

Small percentage of students are entitled to use these

Usually those who do not have to meet requirements for standard diploma

Reflect district eligibility requirements

Focus on authentic skills and experiences

Aligned with state standards

Open to ongoing instruction and data

Closely linked to IEP

Skills integrated across many areas

Clear scoring guidelines and trained staff

Scores used for continual monitoring

Curriculum- Based Assessments-

Effective alternative to standardized tests

Measure based on what is taught in class

Match between what is taught and what is tested

Measure performance over time

Compare students be class, school, or district

Allow teachers to adjust instruction