Presentation on theme: "Assessment of Language Children and Language By Christina Sisco University of Tulsa."— Presentation transcript:
Assessment of Language Children and Language By Christina Sisco University of Tulsa
Critical Issues in Assessment Why do we test children? Who should conduct evaluations? When should evaluations take place?
Testing Children The Most Important Reason for Testing Is to Determine: What the child knows How the child knows it What we need to teach the child How we need to teach it
Conducting Evaluations Different People Are Given the Responsibility of Evaluation at Different Times in Different Places: The Key Players in Assessment are: Children who are assessed Teachers who assess Audiences for assessment information ( administrators and parents)
Conducting Evaluations (Contd) Teachers, primary assessors From there specific test givers are brought in for standardized tests BEST OPTION: SLP (speech/language pathology) with a background in deaf education and who is skilled in ASL
Conducting Evaluations (Contd) General option: Team of specialists: diagnostics & evaluation team *Do in-depth, diagnostic testing on students referred both from within the school and outside of the school in the case where local school system lacks expertise
Conducting Evaluations (Contd) Parents, Paraprofessional, and Teachers * generally consulted for parts of the evaluation process
Time of Evaluations Anytime Initially after referrals for screening purposes (enforced by IDEA) Student moves to a new school system or classroom Notice a lag in skills or in a certain area
Developing Language Hearing and Hearing Impaired Children Develop Language the Same Way * Phonology * Morphology * Syntax
Authentic Assessments *Informal Procedures or Observations* *Portfolio Assessment -uses observational evidence or products completed by the student over time *Rubric Assessment -uses a set of criteria to evaluate the quality of a skill of one individual
Standardized Assessments *Formal Procedures and Tests* * Rhode Island Test of Language Structures * Grammatical Analysis of Elicited Language Sets *Test grammar, vocabulary, pragmatics, etc.* BIGGEST PROBLEM IS NORMS, MAINLY BASED ON HEARING CHILDREN !!!!
Assessment Definition *Always Performed on a Continuum Beginning with Informal and then Leading to Formal Testing* The process of observing, recording, and otherwise documenting the work children do and how they do it, as a basis for a variety of educational decisions that affect the child