1. CHAPTER 5: Selecting and Using Assessment Instruments
Assessing Students with Special Needs
Fifth Edition
John J. Venn
University of North Florida
© 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

2. Overview Locating and Evaluating Assessment Instruments
Using Assessment in Teaching and Learning
Preparing for Assessment
Organizing the Assessment Session
Accommodations
Reporting Assessment Results

3. Overview
Teachers make many assessment decisions as part of the teaching and learning process
Reliable, effective assessment decisions emerge from the best possible data and information

4. Locating Tests Thousands of tests and assessments are available
No single source exists for locating tests and assessments
Several key sources include
Tests in Print
Testlink
Information from test publishers such as Pearson Assessments

5. Evaluating Tests
Mental Measurements Yearbook (MMY) is the premier source for evaluating tests and assessments
MMY provides reviews of thousands of tests
Each review includes a critical analysis of the test

6. Evaluating Tests
Several criteria should be considered in selecting and evaluating tests and assessments.
The primary criteria is matching the assessment to the needs of the student.

7. Selecting and Using Assessment Instruments
Detailed criteria for selection and use appear in the
Assessment Analysis Checklist
Brief, informal list of things to consider
Assessment Instrument Review Guide
Comprehensive, detailed tool for in-depth analysis

8. Using Assessments
Assessment provides essential information for making educational decisions
Without assessment, teachers would have to make instructional decisions based-on personal opinion and guesswork
Assessment
Helps determine present levels of performance
Assists in identifying appropriate instructional objectives
Provides concrete evidence of learning
Helps identify reasons for lack of progress
Informs the instructional program

9. Preparing for Testing Preparing for testing involves several steps:
Reviewing educational records
Gathering information from others
Reviewing the assessment tool
Organizing the assessment session

10. Organizing the Assessment Session
Factors to Consider
Setting
Minimizing distractions
Student needs during assessment
Test anxiety
Session length

11. Accomodations
Accommodations are special test administration provisions that give students with disabilities the opportunity to demonstrate their knowledge and skills
The IEP specifies appropriate accommodations for individual students
Frequently used accommodations include
Extended testing time
Special settings (e.g. quiet room)

12. Reporting Results Reporting involves Making decisions and judgments
Interpreting and applying results reported by others
Conveying assessment information
Preparing written reports

13. Reporting Results Report Writing Principles Focus on abilities
Describe the student
Report percentile ranks when possible
Interpret and give meaning to the test scores
Identify strengths, weaknesses, and gaps in skill development
Avoid jargon and technical language

14. Summary
Accurate test selection and use is essential in producing useful assessment results
Specific skills include
Locating and Evaluating Assessment Instruments
Preparing for Assessment
Organizing the Assessment Session
Providing Accommodations
Reporting Assessment Results