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Please check, just in case…. Announcements. Remember to be on time for class next week. The final assignment is due at the start of class. You may bring your portfolio in paper and/or electronic form.
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Announcements • Remember to be on time for class next week. The final assignment is due at the start of class. • You may bring your portfolio in paper and/or electronic form. • I still need your coversheet and it would be very helpful if your “short paper” that accompanies your portfolio were in paper format. • Potluck? Who wants to organize this?
APA Tip of the Day: Errors in Quotes “Direct quotations must be accurate. Except as noted here and in sections 6.07 and 6.08, the quotation must follow the wording, spelling, and interior punctuation of the original source, even if the source is incorrect” (APA, 2010, p. 172).
In Addition: “If any incorrect spelling, punctuation, or grammar in the source might confuse readers, insert the word sic, italicized and bracketed, immediately after the error in the quotation…. Always check the manuscript copy against the source to ensure that there are no discrepancies” (APA, 2010, p. 172).
Fictitious Example: “Direct quotations must be accurately [sic]. Except as noted here and in sections 6.07 and 6.08, the quotation must follow the wording, spelling, and interior punctuation of the original source, even if the source is incorrect” (APA, 2010, p. 172).
Topic: Alternative assessment paradigms – assessing needed instructional supports November 12, 2013
Remember! Effective assessment means using the right tool for the job.
Which assessment procedure is best? It all depends on what you want to know.
Want to compare a student with his/her peers? Use norm-referenced assessment.
Want to compare a student’s skills with a pre-determined developmental hierarchy? Use a developmentally-referenced assessment (i.e. milestones).
Want to specify a student’s current level of performance? (i.e. what the student knows, understands, or is able to do.) Use criterion-referenced assessment.
Want to monitor a student’s progress within a curricular sequence? (i.e. math, spelling) Use a curriculum-based assessment or measurement (CBA or CBM).
Want to assess a student’s response to intervention, problem-solving skills, or the most effective means to facilitate that student’s learning? Use dynamic assessment.
“...dynamic assessment yields descriptive data... [that] ...provides a basis for identifying curricular contexts in which ... difficulties are apt to surface for the student. It also provides information about what conditions would enhance performance. This information is then applied to setting relevant goals and objectives, not isolated and irrelevant ones as has sometimes been the case with traditional models of services." (Merritt & Culatta, 1998, p. 111)
“The purpose of dynamic assessment is to explore the process of learning by gathering information about the type of support needed to change the child’s behavior” (Kublin, et al, 1998, p. 289)
“The intent of dynamic assessment is to improve understanding of the learner within any educational setting, as well as inform interventions within any setting.” (Lidz, 1991, p. 5)
“Dynamic assessment was never intended to offer an alternative basis either for classifying children or for placing them in special education programs.” (Lidz, 1991, p. 5)
Unable to Perform, even with Assistance Zone of Proximal Development Zone of Actual Development
How do we “assist” performance?
Dynamic Assessment: • Is based on a different concept of intelligence from traditional IQ tests – it is based on students’ “learning ability.” • Provides information on the student’s learning processes (why they might not be learning and what supports their learning). • Provides a direct connection with intervention.
Key Characteristics of DA: • Test – teach – re-test format. • Focus on learner modifiability. • Goal of developing learner-specific and effective interventions – what helps this student learn best? (Lidz,1991)
Factors to assess in the interactional context of learning and behavior: • Opportunities for the behavior, • Structure of the activity, • Interaction style of other participants, and • Use of scaffolding. (adapted from Kublin et al, 1998, p. 300)
Small Group Discussion • How does dynamic assessment relate to tonight’s reading (Browder, chapter 4)? • What types of information does Browder suggest we need to obtain about our students? • What assessment techniques might be most useful in gathering this information? • How can the use of this information inform your instruction?
