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Published byJustina Burns Modified over 9 years ago
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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?
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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
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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
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Methods of Assessment – Ch. 3 Standards referenced tests – Based on curriculum frameworks Basic, proficient, advanced Ecological inventory – We cover in greater detail later
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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
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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
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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
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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
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