1. Assessing Learners With Special Needs
Chapter 1
Introduction
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

2. Basic Concepts Assessment to measure progress
Assessment to measure achievement
Assessment for determining strengths and weaknesses
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

3. Assessment to Determine Strengths and Weaknesses
Assessing Academic Strengths and Weaknesses
Assessing Behavioral Challenges
Assessing Developmental Levels
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

4. Traditional Assessment Model
General Education Classroom Instruction
Student Not Progressing As Expected
Student Referred to Multidisciplinary Team
Team Completes Assessment
Team Meeting Determines Student
Found Eligible for Services
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

5. Difficulties With Traditional Assessment Practices
Lack of Prereferral Interventions
Lack of Integrity of Prereferral Interventions
Bias in Referral Process
Bias in Assessment Process
Lack of Consistency in Eligibility Decisions
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

6. Contemporary Assessment Model
General Classroom Instruction with Frequent Measurements
And Statewide Assessments
Student Not Making Progress
General Education Teacher Assesses Skill/Task Using
Frequent Measurements, Probes, Error Analysis of Student
Products and Performance
Interventions Implemented by Classroom Teacher
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

7. Interventions Not Successful
General Classroom Teacher Meets with Problem-Solving Team
Team Members Analyze Data and Generate Hypotheses
Teacher and Team Design Additional Interventions
Interventions Implemented and Monitored for Integrity
Teacher Takes Frequent Measurements and/or Observations
Student Continues to Have
Difficulty with Academic
Progress and/or Behavior
Interventions Successful
Student Continues in
General Classroom
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

8. Team Meets to Analyze Data
Team Determines if Additional Assessment is Needed or
Additional Interventions
Additional Interventions
Implemented and
Monitored for Integrity
Team Designs
Assessment
Plan
Interventions Successful
Student Remains in General
Classroom
Student Receives
Comprehensive Evaluation
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

9. Team Meets to Determine Student’s Needs
Student Receives Accommodations for Educational and/or
Behavioral Needs
Interventions Monitored for Success
Student Found Eligible for Special Education Support
Receives Services in General Education Classroom or
Special Education Setting
Interventions Monitored for Success
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

10. Types of Assessment Ecological Assessment-Evaluation of
classroom variables to determine
possible classroom environmental
influences of learning or behavior
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

11. Norm-referenced Assessment- Tests designed to compare a specific
student’s ability with the ability with
that of same age students in
national sample.
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

12. Standardized Assessment-Tests
given with specific instructions and
procedures, often norm-referenced.
Error Analysis-Evaluation student work to determine a
pattern of errors or specific
type of errors
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

13. Curriculum-Based Assessment-To
determine how student is performing using
actual content of curriculum such as chapter
tests or teacher made tests.
Curriculum-Based Measurement-
Specific techniques to measure progress of
a specific skill against an aim line.
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

14. Dynamic Assessment-Interactive assessment to determine of
student has potential to learn a new skill.
Portfolio Assessment-Using a variety of
student products to evaluate
progress over time in specific area.
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

15. Criterion-referenced Tests- To assess a
student's progress in skill mastery
against specific standards
Criterion-related Tests-To assess student's
progress on items that are similar to objectives
or standards
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e

16. Checklists, Rating Scales,
Observations-
A variety of measures used to determine
student's skill level or behavioral functioning.
Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Terry Overton Assessing Learners with Special Needs, 5e