Methods of Assessment Ch' 3

1
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 individuals score to norm group age
  and grade sometimes by disability
• Why use NRTs?

2
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

3
Methods of Assessment Ch. 3

• Criterion-referenced tests What are they? How
  are they used?
• How do these relate to IEP development?
• IRIs are examples

4
Methods of Assessment Ch. 3

• Standards referenced tests Based on curriculum
  frameworks
• Basic, proficient, advanced
• Ecological inventory We cover in greater detail
  later

5
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

6
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

7
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

8
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