1. Assessing and Teaching Students with Mild/Moderate Disabilities Chapter 3 Assessments

2. “The ultimate goal of assessment is to identify problems with instruction and to lead to instructional modifications. A good share of present-day assessment activities consist of little more than meddling. We must use assessment data to improve instruction….The only way to determine the effectiveness of instruction is to collect data.” (Ysseldyke & Algozzine, 1995, p. 198) Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

3. Three Big Questions What do students need to learn How will I know if they’ve learned it? What will I do if they don’t? Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

4. Individualized Programming an instructional program that enables the student to work on appropriate tasks or content over time under conditions that motivate. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

5. Stages of Learning Source: Adapted from Teaching the Learning Disabled (p. 68), by D. D. Smith, 1981, Upper Saddle River, NJ: Prentice Hall. Copyright 1981 by Prentice-Hall Publishing Company. Reprinted by permission. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

6. Curriculum-Based Assessment (CBA) An approach that uses direct observation and recording of a student’s performance in the school curriculum as a basis for obtaining information to make instructional decisions. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

7. Curriculum-Based Measurement (CBM) The use of specific procedures whereby the student’s academic skills are assessed from repeated rate samples using stimulus materials taken from the student’s curriculum. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

8. Primary Uses of CBM Establish district or classroom performance standards. Identify students who need special instruction. Monitor individual student progress toward long-range goals. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

9. Sample Reading Administration Format Randomly select a passage from the goal-level material. Place it in front of and facing the student. Keep a copy for the examiner. Provide directions Have the student read orally for one minute. Score the student’s performance in terms of number of words read correctly and note errors for instructional purposes. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

10. Guidelines for Developing a Box Plot Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

11. Sample Box Plot Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

12. Individually Referenced Data Systems direct measurement repeated measurement graphing data long-range goal performance monitoring short-range goal performance monitoring data analysis instructional decisions Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

13. CBM to Establish Performance Standards material selection test administration performance display and interpretation decision-making framework Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

14. Observational Recording Techniques Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

15. Observational Recording Techniques Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

16. Observational Recording Techniques Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

17. Steps in Precision Teaching Select a target behavior. Develop a task sheet or probe for evaluation of student progress in daily timings. Graph the data two to five times a week and set instructional aims that correspond to a standard of fluency. Design the instructional program. Analyze data and make instructional decisions. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

18. The Value of Using Graphs Graphs provide a visual description of data and reduce large amounts of data. Graphs simplify the presentation of results and facilitate communication of program results and student learning. Graphs reflect important characteristics of performance. Graphs facilitate the use of data to plan and modify instruction. Graphs provide informational and motivational feedback. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

19. Measures of Change of Performance Over Time Source: From Students with Learning Disabilities (p. 289), 5th ed., by C. D. Mercer, 1997, Upper Saddle River, NJ: Merrill/Prentice Hall. Copyright 1997 by Prentice-Hall Publishing Company. Reprinted by permission. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

20. Commentary on Data-Based Instruction A positive association can be seen between data- based monitoring and student achievements. CBM measurements have good reliability and validity. Self-selected goals yield better performance than assigned goals. When teachers establish moderately to highly ambitious goals, students achieve better. CBM combined with classwide peer tutoring has proven to be effective for classes of diverse learners. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

21. Formats for Determining How to Teach systematic observation formal assessment criterion tests rating scales interviews charting alternative assessment Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

22. Guidelines for Systematic Observation Select the behavior to be observed. Make sure that the target behavior is identifiable to the extent that it is measurable. Select a method of recording the behavior and record its frequency. Describe the conditions under which the observations are made. These include time, place, activity, antecedent event, and consequent event. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

23. Six Elements in Portfolio Assessment 1. Valued outcomes are targeted by assessment. 2. Authentic tasks (real work) are used for assessment. 3. Selected tasks involve cooperative endeavors among students and between the teacher and the student. 4. Multiple dimensions (e.g.,content,strategies, methods of inquiry, and work processes) are used to evaluate learning. 5. The completion of products includes reflection and self-evaluation. 6. Assessment and instruction are integrated. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

24. Important Factors in Assessing How to Teach Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

25. Expectation Factors learner expectations teacher expectations peer expectations parental expectations Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

26. Student Learning Profile and Treatment Plan Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

27. Student Learning Profile and Treatment Plan Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

28. Stimulus Events Physical setting Instructional arrangements, techniques, and materials. Learning-style preferences Response factors Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

29. Types of Alternative Grading Individualized educational program grading approach Pass/Fail system Mastery level/criterion systems Point systems Contract grading Multiple grading Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

30. Types of Alternative Grading Shared grading Student self-comparison Level grading Descriptive grading Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

31. Guidelines for Developing an Effective Grading System Determine grades on the basis of course objectives. Use multiple evaluation methods. Teach students to understand the grading system. Monitor the performance of students frequently and give feedback. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

32. Guidelines continued Remember that an effective grading system is a motivational tool. Determine whether districtwide grading procedures exist. Use alternative grading systems for students with learning problems. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

33. Testing Modifications Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

34. Effective Practices Communicate expectations and grading guidelines to parents and students. Inform students and their families of current performance regularly. Review exemplary models of classroom assignments with students. Use a range of assignments. Employ CBA alternatives to traditional testing. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

35. Effective Practices continued Involve students in grading process. Avoid competition among students. Give separate grades for content and style. Design valid tests. Teach test-taking skills. Use extra credit judiciously for motivation. Use median scores to determine grades. Use Internet to communicate. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

36. Benefits of Record-Keeping Students enjoy participating in recording their progress. Teachers gain satisfaction. Teachers can target learning difficulties and make timely interventions. Teachers can share progress. Data can be used to help make program- placement decisions. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.