1. Formal Assessment A presentation for SPED 608

2. Definition  Formal assessment involves all aspects of norm- referenced or standardized testing.  Norm-reference testing involves administering tests to an individual or group with specific directions and addresses the question of how much a person knows.  Test results compare the individual or group to a specific reference group.

3. Types of Norm-Reference Tests or Formal Assessment  Tests of Aptitude  Tests of Achievement  Diagnostic Tests  All norm-referenced tests may be group OR individually administered.

4. Aptitude Tests  Determine intelligence quotient or IQ.  Good predictors of academic achievement.  IDEA requires the use of aptitude tests for the diagnosis and determination of eligibility for several classification categories (e.g., intellectual disabilities)

5. Tests of Achievement  Covers basic academic skills  Administered to:  Determine eligibility for special education services (e.g. specific learning disabilities, intellectual disabilities etc.)  Identify students who need remedial services  Compare one group of students to another  Evaluate teacher effectiveness

6. Diagnostic Tests  Determine area strengths and weaknesses  For example, a diagnostic norm-referenced test, Key Math 3 will yield math area strengths and weaknesses.  Area strengths: Telling time, Money, Geometry  Area weakness: Algorithms, Place Value, Fractions,  Can be used to pinpoint beginning points of instruction  Can be used to target more specific areas for assessment

7. Drawbacks of Norm-Referenced or Standardized Testing or Formal Assessment  Not a good indicator for teachers about student ability in the classroom  Not correlated with the curriculum being taught