Methods of Assessment – Ch. 3  Formal and informal assessments are used – What is the difference?  Norm-referenced tests – norm group  Basals and ceilings – reduce testing time  Compare individual’s score to norm group – age and grade – sometimes by disability  Why use NRT’s?

Methods of Assessment – Ch. 3  What is standardization? Why is it important?  Best performance vs. typical performance  Are they overused? At each grade level?  Content, item format, & item biases  Teaching to the test issues

Methods of Assessment – Ch. 3  Criterion-referenced tests – What are they? How are they used?  How do these relate to IEP development?  IRI’s are examples

Methods of Assessment – Ch. 3  Standards referenced tests – Based on curriculum frameworks  Basic, proficient, advanced  Ecological inventory – We cover in greater detail later

Methods of Assessment – Ch. 3  Curriculum-based assessment – specifically measures progress in the curriculum in terms of knowledge & skills  Helps determine how quickly and efficiently one learns  Curriculum-based measurement – focus is on fluency development

Methods of Assessment – Ch. 3  Dynamic assessment – involves interaction with student  Test-train-retest approach  What students do, can do, & do with help  Testing the limits involves violating standardization procedures but yields more info. about student learning

Methods of Assessment – Ch. 3  Portfolio – working, showcase, & teacher portfolios  Authentic or Performance-based assessment – Students do real life activities to demonstrate both knowledge & skills and their application  Task analysis – Break down into steps

Methods of Assessment – Ch. 3  Outcome based assessment – Focus on real life & success in those real life environments – very relevant to MH  Learning style assessment – Determine how the student learns best  More on testing considerations later