Catholic College at Mandeville

Assessment and Evaluation in Inclusive SettingsSessions 3 & 4 ---- 07/14/2015

Launcelot I. BrownLisa Philip

Assessment and Evaluation in Inclusive Settings

Objectives:Discuss how regular ed. teachers contribute to assessment process

Examine alternate assessments for students with cognitive disabilities

Define curriculum-based assessment

Construct probes of academic, prerequisite skills, content-area knowledge, and independent learning skills

Use curriculum-based assessments to make special ed. decisions

Use performance-based and portfolio assessments for students with disabilities

Assessment and Decision Making

1)ScreeningDecision about whether a student’s performance differs enough from peers to merit further testing

2)Diagnosis Decision about eligibility for special education services

3)Program PlacementDecision involving the setting in which a student’s special education services will take place

Six Areas of Decision Making

Assessment and Decision Making

4)Curriculum PlacementDecision involving the level at which to begin instruction for the student

5) Instructional EvaluationDecision involving whether to continue or change instructional procedures

6)Programme EvaluationDecision involving whether a student’s special education program should be terminated, continued as is, or modified

Six Areas of Decision Making

Information Sources for Programming

High-Stakes Achievement Tests

Standardized Achievement Tests~ Group Administered~ Individually Administered

Psychological Tests

Alternate Assessments

Curriculum-Based Assessments

Curriculum-Based Assessment (CBA)

What it is:

A procedure for determining the instructional needs of a student based on the student’s ongoing performance within existing course content. (Gilking & Havertape, 1981, p.55)

Why CBAIt complies with the procedural requirements for

meeting the learning needs of Individual with Disabilities.

It is efficient.

It is a valid, reliable basis for making decisions.

It can be used to make various kinds of decisions (e.g., screening and programme effectiveness).

It increases students achievement.

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 by class, school, or district

Allow teachers to adjust instruction

Curriculum-Based Assessment:

How conducted?

Direct observation and analysis of the learning environment.

Analysis of the processes students use to approach tasks

Examination of students’ products

Controlling and arranging tasks for students

Conducting CBAThree Suggestions

1) Identify Information in Classroom

2)Select Representative Skills, Not All Skills

3)Keep Level and Scoring Consistent~ Probes of reading skills~ Probes of written expression skills~ Probes of math skills

Curriculum-Based AssessmentAn advantage of using CBA as a form of measurement of student performance is:

It allows teachers to evaluate the effectiveness of the instruction they provide to the students, but even more so to individual students

Instructional DiagnososAn assessment practice used to identify the extent to

which a student’s poor performance is as a result of poor instruction and to indicate possible remedies for the problem.

It is a systematic analysis of the instruction.A systematic analysis of what is required of the

student.A systematic analysis of the components of the

task.

The last point requires the teacher to break complex tasks into their component skills – TASK ANALYSIS.

Evaluating Student Learning

Ways that students are usually evaluated (testing, grading) can be problematic

Current climate of expectations and accountability complicates the process

Accommodations must assist students without compromising their ability to meet standards on high-stakes tests

Making Accomodations for Classroom Tests

Prepare a Study Guide

Give a Practice Test

Offer Tutoring

Teach Test-Taking Skills

Demonstrate Memorization Techniques

Accomodations Before the Test

Making Accomodations for Classroom Tests

Teach Students to Organize Materials

Demonstrate a Rehearsal Strategy

Show How to Take Essay Tests

Modify Your Test Construction

Accomodations Before the Test

Making Accomodations for Classroom Tests

Use Alternative Forms of Questions

Use Alternative Ways to Administer Tests

Use Alternative Test Sites

Accomodations During the Test

Making Accomodations for Classroom Tests

Change Letter or Number Grades

Change Grading Criteria

Use Alternatives to Letter or Number Grades (such as Competency Checklist)

Accomodations After the Test

Measure learning process rather than focusing only on learning product.

Performance-Based and Portfolio Assessments

Involve authentic learning tasks (those presented in real-world contexts that have real-world outcomes)

Allow students to demonstrate knowledge without relying on reading and writing

Are not subject to time restraints of traditional tests

Help make connections to real life and real skills

Benefits of Performance-Based Assessments

Have difficulty making connections between tasks and real-world issues

Lack important preskills for problem

solving

Need problem-solving taught directly

Need demonstrations of tasks

Problems with Performance-Based Assessments

Offer purposeful collection of work to measure effort, progress, and achievement

Contain observable evidence (though may or may not reflect authentic tasks)

Assist in evaluation of progress toward IEP goals

Emphasize products rather than test scores

Allow for student self-evaluation

Benefits of Portfolio Assessments

Need help in understanding how to select work

Need help in understanding how to evaluate work

Problems with Portfolio Assessments