Assessment process for an exceptional student chapter 2
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The document proposes a two-component model for assessment: prereferral and post-referral. The prereferral component involves informal assessment like observation and error analysis by teachers to develop and monitor remedial programs, with the goal of avoiding special education referral. The post-referral component includes formal assessment and documentation of educational needs, usually resulting in decisions about eligibility and placement, as well as IEP development. The process is initiated through preliminary data collection and referrals to request assistance or maintain eligibility. A variety of procedures should be used, including norm-referenced tests, criterion-referenced tests, interviews, records reviews, and portfolios.
Assessment process for an exceptional student chapter 2
- 1. The Assessment Process: A Proposed Model Analuz A.Fuentebella MAED MA-SPED MASE 414A Submitted to: Dr. Aida Damian Ed D University of Perpetual Help System Dalta The AssessmentProcess: A Proposed Model Why do we assess? To identify individuals who may need additional evaluation or help. Can be used to identify children at-risk (infants & toddlers). It Assists in designing
- 2. interventions & monitoring their progress.Assessmentdata gathered before a referral – can provide informationto documentthe need fora formalreferral The DIBELSis widelyused in this area to monitor reading interventions. One of the more important roles of assessment is to determine appropriate teaching programs and strategies. In determining this assessment can provide prereferral information to document the need for a formal referral. Assessment information should also be used to make a decision about the most appropriate educational placement for a student with disability. In assessing data are also important in determining appropriate objectives for the students. The objectives that are identified for exceptional students are sequential breakdown of those skills that provide a link between the student’s current performance level and the projected annual goals. We also assess for initial identification purposes, therefore is used to identify individuals who might need additional evaluation who might develop problems in the future. What are the components of the proposed model? The process should be monitored and should be flexible enough to be modified if necessary. One way to view assessment is to break it down into two components: prereferral and post-referral.
- 3. The prereferral component is to develop and implement a teaching and remedial program. And to monitor the effectiveness of the program by observing the student’s progress. Assessment in this component is conducted before making a referral for special education services and will, it is hoped, result in no referral at all. This componentis heavily weighted toward informal assessmentprocedure, such as observation, error analysis of work product, curriculum based assessment. The prereferral component is usually implemented by the teacher within the currents educational setting. The post referral component includes the documentation of an educational need and usually results in decisions about eligibility and program placement.Italso might result in the developmentof formalized IEP that includes the goal, objectives, instructional strategies. It includes both formal assessment and informal assessment procedure. A multidisciplinary approach is used during this component. It’s possible to have both components in a particular student. Explain each process and support your answer How Is the Process Initiated? Preliminary assessmentdata should be collected first
- 4. The documentation should include about the type of behavior, more extensive assessmentcan be done. Referrals may be made to requestassistance To maintain eligibility for specialeducation services If a studentis referred,they will more than likely be eligible for specialed. These datastress the importance and significance of making a referral. What Procedures Should Be Used Scoring Norm-Referenced Tests Raw scores are obtained by norm-referenced tests Educational & Psychological Testing (AERA 1999) Interpreting Norm-Referenced Tests Consider the task demands of the test itself StandardsofEducational& PsychologicalTesting(AERA 1999) Criterion-Referenced Tests & Curriculum-Based Assessment Criterion-referenced test (CRT) Curriculum-based assessment (CBA) Curriculum-based measurement (CBM) Power Versus Speed Tests – Many tests are a combination
- 5. Power test Speed test What Procedures Should Be Used IndividualVersus Group Tests Both individualand group testing have their place in the assessmentprocess Other AssessmentProcedures Checklists & observation SchoolRecords DirectInterviews ParentInterviews Omnibus interview Behavior-specific interview Problem-solving interview Medical& DevelopmentalHistories Error Analysis – Useful but … Ask students how they perform tasks – Have them “walk through” the process Use of Portfolios Alternative assessmentprocedures have gained popularity
- 6. Informalor Formalprocedures Summative or Formativeassessment