1 of 29

1- Assessment in Schools and Current Assessment Practices

Assessment refers to the gathering of information to help an individual make decisions.
Monitoring student progress involves comparing a student’s performance to predetermined expectations of performance (charted as an aim line).
For students not meeting expectations, interventions are designed, implemented, and evaluated.

2 of 29

Assessment

Assessment refers to the gathering of information to help an individual make decisions.
Monitoring student progress involves comparing a student’s performance to predetermined expectations of performance (charted as an aim line).
For students not meeting expectations, interventions are designed, implemented, and evaluated.

3 of 29

Educational, historical events and philosophical movements frame the discipline of assessment.

United States- 20th Century

China- 2000 BC

Individual Differences

1859-Origin of the Species, Charles Darwin

4 of 29

1883-Sir Francis Galton attempted to begin to quantify these differences.

1890 US psychologist James Catell coined the term mental test, and extended the work of Galton.

Hebart- Mathematical models.

Weber- Psychological threshold.

Psychological testing developed from these two lines of inquiry.

5 of 29

Educational, historical events and philosophical movements frame the discipline of assessment.

United States- 20th Century

China- 2000 BC

Individual Differences

1859-Origin of the Species, Charles Darwin

6 of 29

1883-Sir Francis Galton attempted to begin to quantify these differences.

1890 US psychologist James Catell coined the term mental test, and extended the work of Galton.

Hebart- Mathematical models.

Weber- Psychological threshold.

Psychological testing developed from these two lines of inquiry.

7 of 29

Introduction

Student diversity
Expectations for schools

Excellence & equity
Role of assessment

8 of 29

Assessment Defined

Assessment: a process of collecting data for the purpose of making decisions about students or schools.
Uses for assessment information

9 of 29

The Importance of Assessment in School and Society

Assessment affects everybody

Reactions to positive assessment outcomes
Reactions to negative assessment outcomes

10 of 29

Assessment Decisions, cont.

Instructional Planning and Modification Decisions: What Can We Do to Enhance Competence and Build Capacity, and How Can We Do It?

What to teach
How to teach it
What expectations are realistic

11 of 29

**Assessment Decisions

Eligibility for Special Education Services Decisions: Is the Student Eligible for Special Education and Related Services?

Students must have:

Diagnosed disabilities
Need for special education services to achieve educational outcomes

12 of 29

Important things to think about as you read and study assessment.

The Type of Decision Determines the Type of Information Needed
Focus on Alterable Behaviors

13 of 29

Which step involves identifying students who may have learning problems that require additional assessment?

A. determining eligibility
B. instructional intervention
C. measuring progress
D. screening

14 of 29

Important Things, cont.

Assess Instruction Before Assessing Learners

Assessing Instruction

Instructional Challenge
Instructional Environment

Classroom Management
Learning Management

Assessing Learners

15 of 29

� English Learners�

Variations in degrees of proficiency across both languages (literacy)
Sequential versus simultaneous bilingualism
Elective versus circumstantial bilingualism

16 of 29

Chapter 2

Assessment and Decision Making in Schools

17 of 29

How are assessment and testing different?

18 of 29

According to IDEA, on what grounds can a student be considered eligible for special education and related services?

A. Evidence that the student is failing or doing very poorly in two or more classes.
B. Evidence that the student has a disability that impairs academic performance.
C. Evidence that the student is not achieving his/her potential in school.
D. Evidence that the student has limited English proficiency due to country of origin.

19 of 29

How Are Assessment Data Collected?

Record review
Interviews

Range from unstructured conversations to highly structured interviews such as rating scales

Observations

Range from nonsystematic to systematic

Tests

20 of 29

Types of Assessment Decisions �Made by Educators (slide 1 of 7)

Screening Decisions: Are there unrecognized problems?

Designed to recognize physical, academic, or behavior problems early.
Schools engage in universal screening (assess everyone) for important skills and abilities like vision and hearing.
Designed to recognize problems early so that early intervention or prevention programs can be put in place.

21 of 29

Types of Assessment Decisions �Made by Educators (slide 2 of 7)

Progress Monitoring Decisions: Is the student making adequate progress toward:

Individual goals?
State or common core standards?

22 of 29

Types of Assessment Decisions �Made by Educators (slide 3 of 7)

Instructional Planning and Modification Decisions: What can we do to enhance competence and build capacity, and how can we do it?

What to teach?
How to teach it?
What expectations are realistic?

23 of 29

Types of Assessment Decisions �Made by Educators (slide 4 of 7)

Resource Allocation Decisions: Are additional resources necessary?

In order to enhance the competence of individual students .
In order to build the capacity of systems to meet student needs.

24 of 29

Types of Assessment Decisions �Made by Educators (slide 5 of 7)

Eligibility for Special Education Services Decisions: Is the student eligible for special education and related services?

Two criteria must be met:

The student must meet the state criteria for a disability.
The student must need special education services in order to be successful in school.

25 of 29

Types of Assessment Decisions �Made by Educators (slide 6 of 7)

Program Evaluation Decisions: Are instructional programs effective?

Is what we are doing with individuals and groups working as well as we would want?

26 of 29

Types of Assessment Decisions �Made by Educators (slide 7 of 7)

Accountability Decisions: Does what we do lead to desired outcomes?

Individual students must demonstrate adequate yearly progress.
Schools must demonstrate adequate yearly progress for all students.

27 of 29

Assessment Process (slide 1 of 3)

Pre-referral Stage

28 of 29

Assessment Process (slide 2 of 3)

Eligibility Stage

29 of 29

Assessment Process (slide 3 of 3)

Reevaluation Stage