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Understanding Assessment in Special Education: Processes and Impacts

This resource explores the role of assessment in special education, emphasizing its importance in informing decisions related to student needs and instructional strategies. It discusses various assessment types, including standardized tests and curriculum-based probes, as well as feedback mechanisms essential for guiding educational outcomes. Key questions address how general education assessments influence special education determinations and the sources of information utilized in programming. Engage in group discussions to compare assessment preferences and reflect on their implications for teaching and learning.

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Understanding Assessment in Special Education: Processes and Impacts

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Presentation Transcript

  1. Some quotes on assessment “Responding to the understandable demands for more accountability, almost every school in the land is morphing into a test-taking factory” ~ Robert Reich, Professor of Public Policy, University of California July 2000, New York Times

  2. Essential questions… • How do general education student assessments contribute to special education decisions? • What information sources are used to identify and plan for students with special needs? • How are curriculum-based probes used to make special education decisions?

  3. Concept: Assessment as feedback Feedback: the process in which part of the output of a system is returned to its input in order to regulate its further output.

  4. An example of feedback…

  5. Individual reflection: • Ways you prefer to receive feedback… • Ways you prefer NOT to receive feedback… Connect

  6. Small group discussion: • What are the similarities and differences in how we would like to be assessed? • How does this compare to how we are assessed? how we assess our students? Attend

  7. Imagine… • Draw an image that represents the role of assessment in the teaching process… Image

  8. The Assessment Process • Assess: to describe and to compare to criteria • Test: to determine how many criteria have been met • Grade: to assign a value to that accomplishment Inform

  9. How Assessments Affect Decision Making • Six areas of decision making: • Screening • Diagnosis • Program placement • Curriculum placement • Instructional evaluation • Program evaluation

  10. Information Sources Used for Programming • Five information sources: • High-stakes achievement tests • Standardized achievement tests • Group-administered • Individually administered • Psychological tests • Alternate assessments • Curriculum-based assessments

  11. A closer look at standardized assessments… • Review your group’s assessment • What “feedback” will it provide? • What academic or cognitive abilities does it assess? • What ages or grade levels is it appropriate for? • Look for any potential biases in the assessment practice

  12. Kinds of Curriculum-Based Assessments • Probes of basic academic skills (reading, math, or writing) • Probes of content-area knowledge and learning strategies (vocabulary knowledge, prerequisite skills, textbook reading, note taking) inform

  13. Probes of Academic Skills • Classified by how students take in and respond to information • Three suggestions: • Identify information in classroom • Select representative skills, not all skills • Keep level and scoring consistent

  14. Probes of Academic Skills • Probes of reading skills • Probes of written expression skills • Probes of math skills

  15. Probes of Content-Area Knowledge and Skills • Probes of prerequisite skills • Measures of independent learning skills

  16. Probes of Prerequisite Skills • Identify critical content or skills • Identify entry-level content or skills • Develop probe to measure skills • Give probe to current classes • Consider factors beyond score

  17. Measures of Independent Learning Skills • Direct observation checklists • Analysis of student products • Student self-evaluation

  18. Using Probes for Special Ed Decisions • Peer comparison in screening • Fluency and accuracy in diagnosis • Skill mastery and curriculum placement • Monitoring progress and instructional evaluation

  19. Activity: hear-write probe (aka spelling test) • Number your paper from 1 – 12 • You will have 5 seconds to spell each word practice

  20. And the correctly spelled words are… • moccasin • mayonnaise • religious • liquid • inoculate • accommodate • vacuum • imposter • consensus • diarrhea • broccoli • occasion

  21. Practice finding the “cut off” point(pp140-141) • Record your score on a sticky note • Place sticky notes on board in sequential order • Find the median • Divide the median in half to find the cut off point (usually 6-12%)

  22. Curriculum-based probes in your content area… • In your small groups discuss: • Any direct observations of curriculum-based probes • A specific example (real or hypothetical) of the use of curriculum-based probes in your field placements extend

  23. Small group sharing of examples of curriculum-based probes • Is the example a: • Probe of academic skills? • probe of content-area knowledge and skills? • probe of prerequisite skills? refine

  24. Exit slips…3 -2 – 1… • 3 things I learned about how assessment in special education • 2 things I learned about curriculum-based probes • 1 question about assessment that I still have… perform

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