1. Guiding Principles for Classroom Assessment A. General Student assessment should be humane B Responsibility (Who?) Student assessment is the responsibility of classroom teachers

2. C. Standards (How Good?) The standards used for interpreting student assessment results should be consistent with the purposes of the evaluation D. Purposes (Why?) Student assessment should be used for a number of purposes

3. E. Evaluating What We Value (What?) Assessment practices should reflect all the valid outcomes of a unit, course, school or board Assessment techniques should measure the learning that they are intended to assess, i.e. they should be valid

4. F. Variety (How?) Student assessment procedures should be varied and consistent with the purpose(s) of the assessment(s) More than one assessment method should be used to ensure comprehensive and consistent indicators of student performance, i.e. to enhance reliability Take into account the backgrounds and prior experiences of students

5. G. Frequency (When?) Evaluation should occur throughout the teaching/learning process H. Modifications Alternate assessment procedures should be used with students who have special needs

6. I. Communication (Grading and Reporting) Procedures for “scoring” student performance should be appropriate for the assessment method used and be consistently applied and monitored Procedures for summarizing and interpreting assessment results, i.e. grades and reports, should provide accurate and informative representations of student performance

7. I. Communication (Grading and Reporting) Procedures for “scoring” student performance should be appropriate for the assessment method used and be consistently applied and monitored Procedures for summarizing and interpreting assessment results, i.e. grades and reports, should provide accurate and informative representations of student performance

8. I. Communication (Grading and Reporting) continued Reports should be clear, accurate and informative for the recipients of such documents

9. Classroom Assessment in Teacher Decision Making Teacher as a mentor to individual students- uses assessment to guide interaction with the student Teacher as a guide for the class- uses assessment to oversee the operation of the classroom

10. Classroom Assessment in Teacher Decision Making Teacher as marks accountant- uses assessment to record day-to-day marks Teacher as reporter- uses assessment to report to parents, teachers (report cards) Teacher as program director- uses assessment to guide teaching decisions

11. The ICE Model of Assessment Ideas Building blocks of learning, i.e. steps in a process Connections- links or relationships students make among the Ideas and between new and prior learning i.e. combining steps Extensions- internalization of learning by students so it becomes part of their perspective i.e. using learning in novel ways

12. Adapting Classroom Assessment for Exceptional Learners Adapting learning outcomes Preparing students for classroom tests Adapting tests during test construction Adapted administration of classroom tests Adapting marking of classroom tests Using adapted performance assessments Portfolios as classroom assessments

13. Chap ter 8 Handout 8.1 (Hutchinson, 2002) DESIGNING A QUALITATIVE RUBRIC ELEMENTSIDEASCONNECTIONSEXTENSIONS \ Copyright ~ 2002 by Pearson Education Canada 123123

14. Testing Accommodations Before the test- Study guides Practice tests Teaching test-taking skills Modified test construction Individual tutoring

15. Testing Accommodations During the test- Alternate test format Alternate means of response Alternative sites Direct assistance Extra time

16. Testing Accommodations After the test- Change letter or number grades Change grading criteria Use alternatives to number and letter grade

17. Teaching Students with Low Incidence Exceptionalities Description Incidence Characteristics Classroom implications Implications for social and career participation

18. Modified Program for Students with Severe Developmental Disabilities Includes: Functional academic skills Physical development and personal care Communication skills and social interaction skills Community living skills Career development, work experience and transition planning

19. Baseline Data Recording of the behaviours exhibited by a student prior to the intervention

20. Event Recording Recording of how often a behaviour occurs i.e. frequency

21. Duration Recording Recording of the length of time a student engages in a specific behaviour

22. Latency Recording Recording the time between the presentation of the cue to perform a task and the student’s actual initiation of the task

23. Scoring by Levels Recording of the levels of assistance or intervention necessary to facilitate the student’s performance of a task

24. Accommodations Adapting skill sequences-rearranging the typical order of steps within a task Adapting rules-changing certain rules to allow more participation Utilizing personal assistance-aids, peer tutors, buddy systems to accomplish tasks

25. Accommodations Fostering social/attitudinal changes- changing assumptions and beliefs of the student, family, professionals and community members

26. Accommodations Creating or using materials and devices to meet specific needs of specific students- microswitches, mechanical devices, calculators, computers, communication devices, special handles, lifts

27. Selecting Appropriate Integration Opportunities Select activities that enhance the student’s abilities and self-image rather than highlight their disabilities Emphasize similarities i.e. intervening with the entire group when working with students with and without handicaps-”What do you all need to do next?”

28. Selecting Appropriate Integration Opportunities Facilitate interaction and communication-all students must receive training in the use of adaptive devices/technology Provide students with severe handicaps systematic and direct instruction regarding appropriate instruction through naturally occurring interactions, role playing, rehearsing and coaching

29. Facilitating Interactions Facilitate reciprocal rather than helping interactions Allow all student varied opportunities to help Stress cooperation rather than helping Provide opportunities to show off competencies and strengths

30. Facilitating Interactions Encourage maximum participation of all students Set up interaction opportunities that are valued activities for all students Fade teacher intervention/intrusion as quickly as possible

31. Facilitating Interactions Avoid having non-handicapped peers implement nonfunctional or undignified teaching programs i.e. toileting Encourage choice and decision making Structure seating arrangements, playground activities, hallway mobility and positioning to facilitate interactions

32. Facilitating Interactions When students are working or playing together in a group, reinforce and intervene with the entire group Use opportunities like teasing to teach values and appropriate responses to teasing, and to provide factual information Develop a social interaction project for all students

33. Facilitating Interactions Answer students’ questions about disabilities factually without unnecessary detail or additional information. Use positive terminology, focus on abilities and emphasize similarities Encourage after-school relationships and activities

34. Facilitating Interactions Conduct evaluations and determine quality of interactions I.e. amount of time, quality/type of interactions, perceptions and attitudes of students, teachers. Facilitate interactions, relationships and friendships rather than “programs”.

35. Social Skills and Friendship Displays positive interaction style: a smile Gets the message across: augmentative communication Is reinforcing to others: express feelings in positive ways Initiates thoughtful actions: birthday card Is a good listener: listening skills

36. Social Skills and Friendship Shares belongings and feelings: playing in the same sand box Has similar likes and dislikes: computer club Takes the perspectives of others: simulations Is trustworthy and loyal: sitting by a friend who is sad

37. Instructional Strategies Shaping- systematic reinforcement of a desirable behaviour Modeling- demonstrating a behaviour for the student to imitate Coaching- direct instruction, opportunities to practice the skill(s) with peers and a post review session to review the skill

38. Fading Fade assistance as soon as naturally occurring supports are available Too much assistance may hinder the development of friendships

39. Goal The challenge to professionals is to create the optimal environment that encourages individuals with and without handicaps to be friends with one another.