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sped assessment
assessment info
| Question | Answer |
|---|---|
| Assessment Process | pre-referral, screening, referral, eval and id, instructional program planning, placement, review and eval |
| pre-referral | begins assmt process, informal step, teacher id child’s problem areas,if gen ed problems give interventions to see if help, if yes sped referral done if not go to second step |
| screening | quick and simple test covers basic skills and gathers additional info that may detect who is in need of more comprehensive eval and possible sped services |
| referral | professionals use info from a variety of sources, conduct observations to study class performance and behaviors and then refer for further eval |
| evaluation and id | comprehensive eval by pro determines disabil-possible eligibile for sped.Timelines requirements for types of measurements tools used must align w/fed law. Multifactored asssmt, by a team is an eval of a student using variety of test instrumts and proc. |
| instructional program planning | assmt info is essential for program planning to create goals, determine placemt, make plans for instrc delivery. Team meets to share results make decisions about student and services. |
| placement | after team designs iep, decisions about LRE and specs about services made, implement |
| review and eval | monitor progress according to IEP to develop reg progress reports, adjust IEP, review achievements and progress using formal, informal, alternate measurements |
| Achievement test | formal tool measures knowledge or proficiency in subject or topic |
| Active student response | frequency based used to determine student’s participation rate during instruction |
| Anecdotal record | informal measuremt of teachers notes by observation of student work, performance,used in parent conferences |
| Aptitude test | formal measure standard/or norm references test–find ability to acquire skills/gain knowledge |
| Authentic assessment i | nformal method for comprehension and performance of skill – classrm assessment |
| Behavior assessment | variety of eval tools to track behaviors and document progress on BIP or self mange |
| Criterion references test | formal measure evaluates on specified info, check knowledge by answering specific questions and does not compare one student to another |
| Curriculum based measure | eval progress and performance of skills in curriculum, lessons, teacher finds best way to assist child and to share with parents |
| Ecological based assessment | informal observation of interaction w/environmt during regular schedule |
| Functional behavior assessment – FBA | gather info about problem behaviors of child used to eval need for behavior intervention and behavior plan |
| Intelligence Test IQ | norm ref test to assess learning abilities/intellectual capacity, measure cognitive behav |
| Norm referenced test | formal tool – like MSA comparing student to others in same age group – helpful in developing curriculum and identifying intervention needs. |
| Observation | watch student in several settings – notes on performance, behaviors, helps with behavior plans and for use with comprehensive assessments |
| Performance assessment | informal measure by teacher to check ability to complete task to a topic |
| Portfolio assessment | gather info on completed products helpful for eval progress –share w/parents |
| Standards-based assessment | formal eval –criterion or norm ref, measures progress of meeting goal from district or state - county benchmark |
| Summative eval | informal procedure to assess achievement and teacher instruction |
Created by:
amjshock
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