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Assessing Students with Special Needs. Outline Fundamentals Assessing Young Children Informal Classroom Assessment Formal Assessment.

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Presentation on theme: "Assessing Students with Special Needs. Outline Fundamentals Assessing Young Children Informal Classroom Assessment Formal Assessment."— Presentation transcript:

1 Assessing Students with Special Needs

2 Outline Fundamentals Assessing Young Children Informal Classroom Assessment Formal Assessment

3 Resources johnvenn.com – Dedicated to assisting teachers with student assessment.johnvenn.com Download –This Presentation –Classroom Assessment Resource Guide for Teachers

4 Compare and Contrast Informal Assessment Flexible Dynamic Individualized Continuous Process-Based Progress Measuring Formal Assessment Structured Static Standardized Episodic Product-Based Knowledge Testing

5 Assessing Young Children Developmental Assessment –Definition –Characteristics

6 Assessing Young Children Questions Teachers Ask –What is normal development? –Is the child following the normal pattern? –If not, why not? –What do we do about it?

7 Assessing Young Children Principles of Developmental Assessment –Lower skills precede higher skills –Maturation –Teachable moments –Skipping developmental stages –Play is a child’s work

8 Assessing Young Children Using Developmental Scales (Checklists of Skills) Learning Accomplishment Profile (LAP)

9 Fine Motor Writing Skills Dev AgeDescriptionPrePost 36Copies Circle 48Copies Cross 54Copies Square 54Copies simple words (cat) 60Copies Triangle 72Copies Diamond 72Copies letters b, d, p, g

10 “One test of the correctness of an educational procedure is the happiness of the child.” Maria Montessori (Italian Physician and Educator )

11 Informal Classroom Assessment Checklists and Charts Curriculum-Based Measurement Portfolio Assessment

12 Informal Classroom Assessment Definition A variety of flexible, non-standardized procedures for measuring student performance, achievement and progress.

13 Informal Assessment Procedures As teachers we use informal assessment every day in our classrooms when we Observe student behavior Find an error pattern in a student paper Interview a student Grade student homework Give a teacher-made test Use checklists to measure progress

14 Informal Assessment Has many different names Teacher-made testing Classroom-based assessment Curriculum-based assessment Curriculum-based measurement Authentic assessment

15 Informal Assessment Provides a direct link between assessment and teaching.

16 Informal Assessment Efficient (fast and easy) Effective (precise)

17 Informal Assessment Time RequirementsReliabilityValidity In PreparationLow High High In ClassLow In AnalysisLow

18 Informal Assessment Time RequirementsReliabilityValidity In PreparationHigh High In ClassHigh In AnalysisHigh

19 My Favorite Informal Assessments In my teaching I use many different kinds of checklists as informal measures of student behavior, achievement, performance, progress, and growth.

20 Checklists of Reading Skills

21 Oral Reading Observations Comments Reads expressively 2. Reads clearly (pronunciation) 3. Reads at an appropriate rate 4. Reads for meaning 5. Observes punctuation 6. Not easily frustrated 7. Attempts unfamiliar words 8. Uses morphological skills 9. Uses context clues 10. Displays good comprehension 11. Other notable behaviors (specify) Diagnostic Checklist of Oral Reading Student _________________Teacher ______________ Grade Level of Passage _____Date ______________

22 Silent Reading Observations Comments Points to individual words 2. Runs a finger under each line 3. Runs a finger down the page 4. Whispers words 5. Says words aloud 6. Moves head while reading 7. Holds book too close 8. Holds book too far away 9. Reads too slowly 10. Reads too quickly 11. Other notable behaviors (specify) Diagnostic Checklist of Silent Reading Student ___________________Teacher ______________ Grade Level of Passage _______Date ______________

23 Reading Comprehension Observations Comments Answers factual questions about the passage 2. Classifies, categorizes, & summarizes the passage 3. Makes inferences & predictions based on the passage 4. Answers valuative questions about the passage 5. Critically analyzes the passage 6. Other notable behaviors (specify) Diagnostic Checklist of Reading Comprehension Student ___________________Teacher _____________ Grade Level of Passage _______Date ________________

24 How to Make a Checklist Checklist of ADHD Behaviors Checklist of Autism Spectrum Disorders

25 ADHD Symptoms Symptoms of Inattention Symptoms of Hyperactivity Fidgets with hands or feet or squirms in seat Leaves seat in classroom in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is 'on the go' or acts as if 'driven by a motor' Talks too much Symptoms of Impulsivity Blurts out answers before questions have been completed Has difficulty waiting his or her turn Interrupts or intrudes on others (such as butting into conversations )

26 Symptoms of Hyperactivity BehaviorYesNo Fidgets with hands or feet or squirms in seat Leaves seat in classroom in situations in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is 'on the go' or acts as if 'driven by a motor' Talks too much

27 Symptoms of Hyperactivity Behavior Never Some timesOften Very Often Fidgets with hands or feet or squirms in seat Leaves seat in classroom in situations in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is 'on the go' or acts as if 'driven by a motor' Talks too much

28 Symptoms of Hyperactivity Behavior Observ 1 Observ 2 Observ 3 Observ 4 Fidgets with hands or feet or squirms in seat Leaves seat in classroom in situations in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is 'on the go' or acts as if 'driven by a motor' Talks too much

29 Autism Spectrum Disorders Impaired ability to make friends with peers Impaired ability to initiate or sustain a conversation with others Absence or impairment of imaginative and social play Stereotyped, repetitive, or unusual use of language Restricted patterns of interest (abnormal in intensity or focus) Preoccupation with certain objects or subjects Inflexible adherence to specific routines or rituals

30 TeacherParentAssistant Impaired ability to make friends with peers Impaired ability to initiate or sustain a conversation with others Absence or impairment of imaginative and social play Stereotyped, repetitive, or unusual use of language Restricted patterns of interest (abnormal in intensity or focus) Preoccupation with certain objects or subjects Inflexible adherence to specific routines or rituals

31 Checklists for Students with Severe Disabilities Using Task Analysis

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34 Use checklists (rubrics) to make grading complicated assignments easy.

35 Informal Assessment Curriculum-Based Measurement

36 What is CBM A method we use as teachers to find out how well our students are progressing in basic academic areas such as math, reading, writing, and spelling.

37 How does CBM work? When CBM is used, each child is tested briefly each week or so. The “tests” generally last from 1 to 5 minutes. The teacher counts the number of correct and incorrect responses made in the time allotted to find the child’s score.

38 First Grade Word-Identification Fluency two for come because last from... Teacher: Read these words. Time: 1 minute.

39 Informal Assessment New informal assessment strategy Especially helpful in identify students with special needs Ideal for measuring progress or lack of progress with struggling students

40 40 Sarah’s Progress on Words Read Correctly Words Read Correctly Sarah Smith Reading Fluency SepOctNovDecJanFebMarAprMay

41 41 Jessica’s Progress on Words Read Correctly Words Read Correctly Jessica JonesReading Fluency SepOctNovDecJanFebMarAprMay

42 Sarah is responding well to the reading instruction. Jessica is not responding well.

43 43 Jessica’s Progress with Tutoring Words Read Correctly Jessica JonesReading Fluency SepOctNovDecJanFebMarAprMay

44 44 Johnathon’s Progress on Words Read Correctly Words Read Correctly Jessica JonesReading Fluency SepOctNovDecJanFebMarAprMay

45 “Identification models that include RTI will lead to better achievement and behavior outcomes for students with LD and those at risk for LD.” Lynne and Doug Fuchs, Peabody College of Vanderbilt University

46 Informal Assessment Assessing Young Children Checklists – My favorite Curriculum-Based Measurement – identify students with learning disabilities by measuring response to instruction

47 Assessing Students with Special Needs


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