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Assessment Criteria: An in Service Presentation Michael Creegan, SPE529NH Grand Canyon University

Assessment Criteria: An in Service Presentation Michael Creegan, SPE529NH Grand Canyon University. The Importance of Assessment. Assessment serves a number of purposes in the educational setting. A diverse range of assessment types means a variety of purposes for assessment. Assessment Types

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Assessment Criteria: An in Service Presentation Michael Creegan, SPE529NH Grand Canyon University

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  1. Assessment Criteria:An in Service PresentationMichael Creegan, SPE529NH Grand Canyon University

  2. The Importance of Assessment Assessment serves a number of purposes in the educational setting. A diverse range of assessment types means a variety of purposes for assessment. Assessment Types • Group Testing • Individual Testing • Curriculum Based Assessments • Standardized Assessments (PACER Center, 2007)

  3. Understanding the Purpose of Assessment Regardless of the type of assessment used to assess our students, assessment will serve one of these 5 purposes. Purposes for Assessment • Screening and Identification • Eligibility and Diagnosis • IEP Development and Placement • Instructional Planning • Evaluation (Pierangelo and Giuliani 2008)

  4. Standardized Assessment Diversity While the types of assessments that educators will use may vary, almost any standardized assessment can be broken down into one of two categories. • Norm Referenced Assessment Or… • Criterion Referenced Assessment (PACER Center, 2007)

  5. Norm-Referenced Assessment Norm –referenced assessments are standardized assessments that measure the target student’s comprehension, as compared to a larger sample of their peers. Purposes for Using Norm-Referenced Assessment • Determine a student’s performance in comparison to peers • Discover a student’s academic strength and weakness areas • Identify a learning disability • Define an appropriate educational setting (PACER Center, 2007)

  6. Criterion-Referenced Assessment Criterion-referenced assessments measure specific skills of a student. They may measure a student’s progress by comparing assessment results with past learning experiences.(progress monitoring) Purposes for Criterion-Referenced Assessment • Assessing a specific concept or skill • Evaluating a student against standard criteria • Progress monitoring • Lessening test anxiety (PACER Center, 2007)

  7. Comparison of Assessment Types Norm-Referenced Assessment Criterion-Referenced Assessment • Evaluates learners against peers • Used to identify disability • Results will be discriminated against a norm http://www.edtech.vt.edu/edtech/id/assess/purposes.html • Evaluates learners against standard criteria • Used to identify specific skill areas • Discriminative analysis is not used

  8. Understanding the Results In order to effectively use standardized testing in the classroom. One must be basically versed in descriptive statistics. Terms to Know and Understand • Bell Curve • Mean, Median, Mode, Range • Standard Deviation • Standard Score (Wright and Wright, 2007)

  9. Descriptive Statistics Bell Curve Uses • Graph student scores • Comparative analysis of students • Determine effectiveness of instruction Importance of Mean, Median, Mode, and Range • Determine averages • Define the highest and lowest scores • Identify differences in high performing and low performing learners (Wright and Wright, 2007)

  10. Descriptive Statistics Cont. Standard Deviation • Recognize the mean and amount of variation • Determine the average variance among the population Standard Scores • Determines the target student’s scores in relation to the mean and standard deviation (Wright and Wright, 2007)

  11. Reliability and Validity Reliability • Dependability of an assessment Validity • Accuracy of the assessment’s results (Cizek, 2009)

  12. Reflecting on Assessment • A diverse range of assessments means a diverse range of assessment purposes • The two categories of standardized assessment are norm-referenced assessment and criterion referenced assessment • To understand the significance of an assessment’s results one must understand the basic concepts of descriptive statistics Effective Resources • http://www.ldonline.org/indepth/evaluation • Understanding Assessment in the Special Education Process: A Step-By-Step Guide for Educators by: Pierangelo, R and Giuliani, G • Evaluation: What Does it Mean for Your Child by: the PACER Center

  13. References Cizek, G. (2009). Reliability and Validity of Information about Student Achievement: Comparing Large-Scale and Classroom Testing Contexts. Theory Into Practice, 48(1), 63-71. Retrieved from ERIC database, March 13, 2010 Pierangelo, R and Giuliani, G. (2008) Understanding Assessment in the Special Education Process: A Step-By-Step Guide for Educators PACER Center. (2007) Evaluation: What Does it Mean for Your Child. Retrieved March 5. 2010 From:http://www.ldonline.org/article/Evaluation%3A_What_Does_it_Mean_for_Your_Child Wright, P.W.D., and Wright, P.D. (2007). Tests and Measurements for the Parent, Teacher, Advocate, and Attorney. Retrieved March 5. 2010 From: http://www.ldonline.org/article/Tests_and_Measurements_for_the_Parent%2C_Teacher%2C_Advocate_and_Attorney

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