1. Catholic College at Mandeville Assessment and Evaluation in Inclusive Settings Sessions 3 & 4 ---- 07/14/2015 Launcelot I. Brown Lisa Philip

2. Assessment and Evaluation in Inclusive Settings

3. Objectives: Discuss how regular ed. teachers contribute to assessment process Examine alternate assessments for students with cognitive disabilities Define curriculum-based assessment Construct probes of academic, prerequisite skills, content-area knowledge, and independent learning skills Use curriculum-based assessments to make special ed. decisions Use performance-based and portfolio assessments for students with disabilities

4. Assessment and Decision Making 1) Screening Decision about whether a student’s performance differs enough from peers to merit further testing 2) Diagnosis Decision about eligibility for special education services 3) Program Placement Decision involving the setting in which a student’s special education services will take place Six Areas of Decision Making

5. Assessment and Decision Making 4) Curriculum Placement Decision involving the level at which to begin instruction for the student 5) Instructional Evaluation Decision involving whether to continue or change instructional procedures 6) Programme Evaluation Decision involving whether a student’s special education program should be terminated, continued as is, or modified Six Areas of Decision Making

6. Information Sources for Programming High-Stakes Achievement Tests Standardized Achievement Tests ~ Group Administered ~ Individually Administered Psychological Tests Alternate Assessments Curriculum-Based Assessments

7. Curriculum-Based Assessment (CBA) What it is: A procedure for determining the instructional needs of a student based on the student’s ongoing performance within existing course content. (Gilking & Havertape, 1981, p.55)

8. Why CBA It complies with the procedural requirements for meeting the learning needs of Individual with Disabilities. It is efficient. It is a valid, reliable basis for making decisions. It can be used to make various kinds of decisions (e.g., screening and programme effectiveness). It increases students achievement.

9. Curriculum-Based Assessments Effective alternative to standardized tests Measure based on what is taught in class Match between what is taught and what is tested Measure performance over time Compare students by class, school, or district Allow teachers to adjust instruction

10. Curriculum-Based Assessment: How conducted? Direct observation and analysis of the learning environment. Analysis of the processes students use to approach tasks Examination of students’ products Controlling and arranging tasks for students

11. Conducting CBA Three Suggestions 1) Identify Information in Classroom 2) Select Representative Skills, Not All Skills 3) Keep Level and Scoring Consistent ~ Probes of reading skills ~ Probes of written expression skills ~ Probes of math skills

12. Curriculum-Based Assessment An advantage of using CBA as a form of measurement of student performance is: It allows teachers to evaluate the effectiveness of the instruction they provide to the students, but even more so to individual students

13. Instructional Diagnosos An assessment practice used to identify the extent to which a student’s poor performance is as a result of poor instruction and to indicate possible remedies for the problem. It is a systematic analysis of the instruction. A systematic analysis of what is required of the student. A systematic analysis of the components of the task. The last point requires the teacher to break complex tasks into their component skills – TASK ANALYSIS.

14. Evaluating Student Learning Ways that students are usually evaluated (testing, grading) can be problematic Current climate of expectations and accountability complicates the process Accommodations must assist students without compromising their ability to meet standards on high-stakes tests

15. Making Accomodations for Classroom Tests Prepare a Study Guide Give a Practice Test Offer Tutoring Teach Test-Taking Skills Demonstrate Memorization Techniques Accomodations Before the Test

16. Making Accomodations for Classroom Tests Teach Students to Organize Materials Demonstrate a Rehearsal Strategy Show How to Take Essay Tests Modify Your Test Construction Accomodations Before the Test

17. Making Accomodations for Classroom Tests Use Alternative Forms of Questions Use Alternative Ways to Administer Tests Use Alternative Test Sites Accomodations During the Test

18. Making Accomodations for Classroom Tests Change Letter or Number Grades Change Grading Criteria Use Alternatives to Letter or Number Grades (such as Competency Checklist) Accomodations After the Test

19. Measure learning process rather than focusing only on learning product. Performance-Based and Portfolio Assessments

20. Involve authentic learning tasks (those presented in real-world contexts that have real-world outcomes) Allow students to demonstrate knowledge without relying on reading and writing Are not subject to time restraints of traditional tests Help make connections to real life and real skills Benefits of Performance-Based Assessments

21. Have difficulty making connections between tasks and real- world issues Lack important preskills for problem solving Need problem-solving taught directly Need demonstrations of tasks Problems with Performance-Based Assessments

22. Offer purposeful collection of work to measure effort, progress, and achievement Contain observable evidence (though may or may not reflect authentic tasks) Assist in evaluation of progress toward IEP goals Emphasize products rather than test scores Allow for student self-evaluation Benefits of Portfolio Assessments

23. Need help in understanding how to select work Need help in understanding how to evaluate work Problems with Portfolio Assessments