Assessment

Haibin Li

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Assessment

Type of TestsAdapting Tests for Students with

Special Needs

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Type of Tests

Norm-referenced Testing Student performance is compared with

the performance of other students.Criterion-referenced Testing

Student performance is compared to specific, specified criteria, usually considered as meeting minimal competency.

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Type of Tests (continued)

Summative Testing Tests given at the end of a particular

educational period.Formative Testing

Tests given at frequent intervals, so that student progress can be evaluated.

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Type of Tests (continued)

Curriculum-based Assessment Evaluation of student performance in

relation to the school curriculum, such as weekly spelling test.

Curriculum-based Measurement Frequent, direct measurements of critical

school behaviors, such timed tests of performance on reading, math, and writing skills.

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Type of Tests (continued)

Performance Assessment Usually curriculum-based, and require

students to construct responses on real-world tasks.

Portfolio Assessment Also usually curriculum-based, and

consists of student products and other relevant information collected over time and displayed in a portfolio..

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Adapting Tests for Students with Special Needs

Adapting Norm-referenced Tests Adapting Competency-based and Statewide

Assessment Adapting teacher-made and Criterion-referenced

Tests Using Curriculum-based measurement Using Performance Assessment Using Portfolio Assessment Teach Test-Taking Skills Modify Grading Procedure

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Adapting Norm-referenced Tests

Use Test ModificationsUser Individually Administered Tests Increase Motivation Improve Examiner Familiarity

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Adapting Competency-based and Statewide Assessment

Use Test Modifications or Accommodations Presentations, e.g. read-aloud, clarification of

directions, etc. Equipment/materials, e.g. amplification,

calculators, audio/video cassettes, etc. Scheduling and timing, e.g. extended time,

allow multiple breaks, etc.

User Alternate Assessments

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Adapting Teacher-made and Criterion-referenced Tests

Modify Test Formats Typewritten instead of handwritten Administer more tests with fewer items Define unfamiliar or abstract words if their

meanings are not directly being tested

Modify Scoring Procedures Assign spelling, grammar, and neatness less

weight Give partial credit for answers that are incorrect

but demonstrate some knowledge of content

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Using Curriculum-based measurement

Curriculum-based measurement is an excellent way to monitor the progress of all students, including those with special needs, toward end-of-year goals. Instructional decision can be made throughout the year to help ensure that students do meet their goals.

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Using Performance Assessment

Performance assessment is helpful when testing students who may have word-finding problems, communication disorders, or other skills that limit verbal communication, because it is on real-world problems and relies less on direct recall of verbal information.

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Using Portfolio Assessment

Student portfolio can be organized to contain relevant products of to document student performance and progress. This is especially helpful to track the performance of students who have been referred to special education.

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Teach Test-Taking Skills

Teach General Test-Preparation Strategies Academic preparation, physical preparation,

anxiety reduction Teach General Strategies for Standardized

Tests Separate answer sheets, use elimination

strategies, guess when appropriate Teach Specific Strategies for Standardized

Tests Decoding subtests, math concepts subtests

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Modify Grading Procedure

Things to consider when modifying grading procedures Consult school and district policy Follow recommendations on IEP Make no grading modification at all Use a pass-fail system Use a double-standard approach Contracting Personal grading plans

Assessment

Questions?