Title: Life Skills Assessment
1Life Skills Assessment
2Norm-Referenced Tests
- Norm-Referenced Tests
- Compare an individuals performance to the
performance of his or her peers - Emphasis is on the relative standing of
individuals rather than on absolute mastery of
content - Designed to separate the performances of
individuals so that there is a distribution of
scores
3Norm-Referenced Tests
- Useful for eligibility decisions
- Students with DCD
- Measures of intellectual functioning
- Measures of adaptive behavior
4Criterion-Referenced Tests
- Rather than indicating a persons relative
standing in skill development--measure a persons
development of particular skills in term of
absolute levels of mastery - Recommended for the purpose of assisting in
planning appropriate programs for children - Identifies the specific skills that the student
does or does not have (mastery)
5Criterion-Referenced Tests
- Information obtained from criterion-referenced
tests facilitate the writing of objectives - Test items sample sequential skills--identifying
where to begin instruction and to understand the
instructional sequence
6Brigance Assessments
- Brigance Diagnostic Inventory of Basic Skills
- Brigance Diagnostic Inventory of Essential Skills
- Brigance Diagnostic Life Skills Inventory
- Brigance Diagnostic Employability Skills Inventory
7Brigance Diagnostic Comprehensive Inventory of
Basic Skills
- Assessment of 203 skill sequences in
- Readiness
- Speech
- Listening
- Reading
- Spelling
- Writing
- Research and study skills
- Graphs Maps
- Math
- Primarily used to
- Assess elementary and middle school students
- Prekindergarten to grade nine
- Assess basic academic skills
- Measurement is
- Criterion-referenced
- Focus on the content rather than comparison to
others
8Brigance Basic SkillsMath Skills
- Grade placement
- Numbers
- Number facts
- Computation
- Fractions
- Decimals
- Percents
- Time
- Money
- Measurement
9Brigance Basic Skills
- Inventory may be used as
- Assessment Instrument
- Identify areas of strength and weakness
- To identify basic skills within areas
- Identify instructional objectives
- Instructional guide
- Objectives stated in functional and measurable
terms - Record-keeping and Tracking System
- The instrument
- Gives continuity to your program of basic skills
- Simplifies and combines the processes of
assessing, diagnosing, record-keeping, and
instructional planning
10Brigance Diagnostic Inventory of Basic Skills
- Administration
- Too extensive to be administered in its entirety
- Decide what assessment will provide the most
valuable data within reasonable time - Initiate assessment at the skill level where
student can be successful (refer to grade levels
in manual)
- Student Record Book
- Color coding
- Ongoing, graphic, specific, and easily
interpreted record (see overheads)
11Brigance Diagnostic Inventory of Essential Skills
12Brigance Inventory of Essential Skills
- Two parts--
- Section A through T--basic academic skills
- Sections U through Z--applied skills
- Applied Skills
- Health Safety
- Vocational
- Money Finance
- Travel Transportation
- Food Clothing
- Oral Communication Telephone Skills
13Brigance Inventory of Essential Skills
- Includes
- 186 skill sequences
- 10 rating scales
- Easy to follow format
- Has two forms (AB)
- Easily adapted to accommodate different
assessment situations
14Brigance Diagnostic Life Skills Inventory
- Albert H. Brigance
- Curriculum Associates, Inc.
15Brigance Life Skills Inventory
- Areas assessed
- Listening
- Speaking
- Reading
- Writing
- Comprehending
- Computing
- Within context of everyday life situations
16Brigance Life Skills Inventory
- Subscales
- Speaking listening skills
- Functional Writing Skills
- Words on common signs and warning labels
- Telephone Skills
- Money and finance
- Food
- Clothing
- Health
- Travel transportation
17Brigance Employability Skills Inventory
- Albert H. Brigance
- Curriculum Associates, Inc.
18Brigance Employability Skills Inventory
- Subscales
- Reading grade placement
- Career Awareness and Self Understanding
- Job seeking skills knowledge
- Rating scales
- Self concept, attitudes, responsibility,
self-discipline, motor coordination, thinking
skills, job-interview - Reading skills (in relation to employment)
- Speaking listening skills
- Preemployment writing
- Math skills concepts
19Checklist of Adaptive Living Skills
20Checklist of Adaptive Living Skills (CALS)
- Criterion-referenced, individually administered
measure (infants to mature adults) - Tool for program planning
- Determine instructional needs
- Develop individualized training objectives
- Monitor progress of learners
- Can be used
- each time the learners long-term goals are
evaluated - each time learner experiences major change in
environment - each time there is need to select new or
different skill areas for evaluation
21Checklist of Adaptive Living Skills (CALS)
- 800 specific adaptive behaviors
- Four domains
- Personal living skills
- Home living skills
- Community living skills
- Employment skills
- Broad domains subdivided into 24 specific skills
modules - Items arranged in order of progressive difficulty
22Life Centered Career Education Batteries (LCCE)
- Don Brolin
- Council for Exceptional Children (CEC)
23LCCE Knowledge Battery
24LCCE Knowledge Battery
- Standardized, Criterion-Referenced Assessment
- Developed to be used with 7-12 grade students
- 200 multiple choice questions that cover 20 of
the 22 competencies - Sample of basic knowledge
25LCCE Performance Battery
- Nonstandardized, criterion-referenced instrument
- Assesses 21 of the competencies
- Items are performance based
26COACH
27Selecting Curriculum Areas
- Selected Academics
- Home
- School
- Community
- Vocational
- Communication
- Socialization
- Personal management
- Leisure and Recreation
28Additional Learning Outcomes
- Step 2 designed to identify learning outcomes
beyond the priorities selected during the Family
Interview (top 8 priorities) - Additional learning outcomes may come from
- Coach items that were not previously prioritized
- General education
29General Supports
- Step 3 is designed to determine and document
general supports that are necessary for the
student to access and participate in his or her
individualized education program - They clarify what other needs to do to or for the
student
30Scheduling Matrix
- The purpose of this step is to explore scheduling
possibilities by comparing the students
educational program components to general class
activities.
31Assessment Overview
- Brigance Scales
- Assess basic skills, life skills, employability
skills (direct assessment with some indirect with
rating scales) - Checklist of Adaptive Behavior (CALS)
- Criterion-referenced adaptive behavior assessment
(indirect assessment) - LCCE Batteries
- Knowledge Battery-direct assessment of students
knowledge of like skill issues - Performance Battery-direct assessment of
students performance relative to life skills
(with some rating scales) - COACH
- Assessment process that identifies prioritizes
student needs, additional learning outcomes, and
general supports to include addressing how needs
can be addressed in the general education
classroom