Assessment and Evaluation in Inclusive Settings
Sessions 3 & 4 ---- 07/14/2015
Launcelot I. Brown
Lisa Philip

 Discuss how regular ed. teachers contribute to assessment process
 Examine alternate assessments for students with cognitive disabilities
 Define curriculum-based assessment
 Construct probes of academic, prerequisite skills, content-area knowledge, and independent learning skills
 Use curriculum-based assessments to make special ed. decisions
 Use performance-based and portfolio assessments for students with disabilities

Six Areas of Decision Making
1) Screening
Decision about whether a student’s performance differs enough from peers to merit further testing
2) Diagnosis
Decision about eligibility for special education services
3) Program Placement
Decision involving the setting in which a student’s special education services will take place

Six Areas of Decision Making
4) Curriculum Placement
Decision involving the level at which to begin instruction for the student
5) Instructional Evaluation
Decision involving whether to continue or change instructional procedures
6) Programme Evaluation
Decision involving whether a student’s special education program should be terminated, continued as is, or modified

 High-Stakes Achievement Tests
 Standardized Achievement Tests
~ Group Administered
~ Individually Administered
 Psychological Tests
 Alternate Assessments
 Curriculum-Based Assessments

What it is:
A procedure for determining the instructional needs of a student based on the student’s ongoing performance within existing course content. (Gilking & Havertape,
1981, p.55)

 It complies with the procedural requirements for meeting the learning needs of Individual with Disabilities.
 It is efficient.
 It is a valid, reliable basis for making decisions.
 It can be used to make various kinds of decisions (e.g., screening and programme effectiveness).
 It increases students achievement.

 Effective alternative to standardized tests
 Measure based on what is taught in class
 Match between what is taught and what is tested
 Measure performance over time
 Compare students by class, school, or district
 Allow teachers to adjust instruction

How conducted?
 Direct observation and analysis of the learning environment.
 Analysis of the processes students use to approach tasks
 Examination of students’ products
 Controlling and arranging tasks for students

Three Suggestions
1) Identify Information in Classroom
2) Select Representative Skills, Not All Skills
3) Keep Level and Scoring Consistent
~ Probes of reading skills
~ Probes of written expression skills
~ Probes of math skills

An advantage of using CBA as a form of measurement of student performance is:
 It allows teachers to evaluate the effectiveness of the instruction they provide to the students, but even more so to individual students

 An assessment practice used to identify the extent to which a student’s poor performance is as a result of poor instruction and to indicate possible remedies for the problem.
 It is a systematic analysis of the instruction.
 A systematic analysis of what is required of the student.
 A systematic analysis of the components of the task.
The last point requires the teacher to break complex tasks into their component skills – TASK ANALYSIS.

 Ways that students are usually evaluated (testing, grading) can be problematic
 Current climate of expectations and accountability complicates the process
 Accommodations must assist students without compromising their ability to meet standards on high-stakes tests

Making Accomodations for Classroom Tests
Accomodations Before the Test
 Prepare a Study Guide
 Give a Practice Test
 Offer Tutoring
 Teach Test-Taking Skills
 Demonstrate Memorization
Techniques

Making Accomodations for Classroom Tests
Accomodations Before the Test
 Teach Students to Organize
Materials
 Demonstrate a Rehearsal Strategy
 Show How to Take Essay Tests
 Modify Your Test Construction

Making Accomodations for Classroom Tests
Accomodations During the Test
 Use Alternative Forms of Questions
 Use Alternative Ways to Administer
Tests
 Use Alternative Test Sites

Making Accomodations for Classroom Tests
Accomodations After the Test
 Change Letter or Number Grades
 Change Grading Criteria
 Use Alternatives to Letter or Number
Grades (such as Competency Checklist)

Measure learning process rather than focusing only on learning product.

 Involve authentic learning tasks (those presented in real-world contexts that have real-world outcomes)
 Allow students to demonstrate knowledge without relying on reading and writing
 Are not subject to time restraints of traditional tests
 Help make connections to real life and real skills

 Have difficulty making connections between tasks and realworld issues
 Lack important preskills for problem solving
 Need problem-solving taught directly
 Need demonstrations of tasks

 Offer purposeful collection of work to measure effort, progress, and achievement
 Contain observable evidence
(though may or may not reflect authentic tasks)
 Assist in evaluation of progress toward IEP goals
 Emphasize products rather than test scores
 Allow for student self-evaluation

 Need help in understanding how to select work
 Need help in understanding how to evaluate work