students with learning disabilities assessment. purposes of assessment screening determining...
TRANSCRIPT
Students with Learning Disabilities
Assessment
Purposes of Assessment
• Screening
• Determining eligibility
• Planning a program
• Monitoring student progress
• Evaluating a program
Types of Assessment
• Formal evaluation - Standardized testing - Norm-referenced
• Tests of Intelligence - Used to ascertain student’s general ability
level and to rule out mental retardation
Informal Evaluation and Assessment
- Criterion tests
- Probes
- Placement tests
- Checklists
- Direct observation
- Miscellaneous techniques
- Curriculum-based assessment
- Alternative assessment
Testing Guidelines
• Assessing Culturally Diverse Students– Over-representation of students from
culturally and linguistically diverse backgrounds in programs for learning disabilities
• Testing Accommodations– i.e., extended time and tests read aloud– Teachers should make decisions on what
accommodations to use based on data-based decisions
Assessment Process in Learning Disabilities
• Prereferral– Analyze individual cases and find strategies before
referring to special education • Referral
– Involves determining if a student is a candidate for special ed services, contacting and discussing it with the parents, beginning a screening study, and meeting with parents and appropriate professionals to decide if formal evaluation is needed
Assessment Process Continued
• Assessment for Identification– Examining the parameters that define a
learning disability– Looking for severe discrepancy between
achievement and intellectual ability
Assessing Specific Components of a Learning
Disability– Exclusion: looking at other factors such as hearing
problems or emotional disturbance
– Academic Achievement: discrepancy between ability and achievement
– Language Achievement: listening comprehension and oral expression
– Process: visual, auditory, haptic, sensory-integration, and motor
– Discrepancy: failure to achieve in one of seven areas, the gap between achievement and and intellectual ability must be extensive enough to result in “severe discrepancy”
Determining Discrepancy
-Standard Score Comparisons
-Deviation from Grade Level
-Expectancy Formulas
-Regression Analysis
Assessment Model
1. Determine scope and sequence2. Decide what behavior to assess3. Select an evaluation activity4. Administer the evaluation5. Record student’s performance6. Determine short- and long-range
instructional objectives
Assessment for Instruction
• Assessment for How to Teach– Identify major areas of assessment: expectation
factors, stimulus events, response factors, and subsequent events
– Weigh the major areas in relation to each other; after they have been assessed and viewed as a whole, a profile may be written
• Individualized Education Program (IEP)– Once student is determined as having a learning
disability, assessment focuses on instruction; process is guided by an IEP