Diagnostic Assessment: Salvia, Ysseldyke & Bolt: Ch. 1 and 13 Dr. Julie Esparza Brown Sped 512/Fall 2010 Portland State University

What are two major expectations for schools in the U.S.?  Excellence  Equity

Decisions Made from Assessments  Screening  Progress monitoring  Instructional planning and monitoring  Eligibility for special education  Program evaluation  Accountability decisions

Quote from Page 9 “Before a student may be declared eligible for special education services, he or she must be shown to be exceptional (have a disability or a gift or talent) and to have special learning needs.”  Gifted and Talented Education is NOT a component of special education and does not receive funding nor protection under IDEIA.

Assess Instruction  Why is it important to assess the learning environment before assessing a student?  Is this important within an RTI Framework?

Assessment is Broader than Testing  Testing is _____________.  Assessment includes: Observations Recollections (anecdotal information) Tests Professional judgment

Assessments Have Improved  Methods of test construction  Statistical analyses are better  We assess new skills and abilities based on latest theories and research.  Assessment practices have broadened beyond testing.  Advances in technology has helped to track assessment data.  Federal laws have put a spotlight on assessments.

 Generally speaking, who does language testing in schools?

Language Language is defined as a code for a conveying ideas. It includes the following components: Phonology: hearing and production of speech sounds Semantics: study of word meanings Morphology: use of affixes to change the meaning of words; verb tense Syntax: word order to convey meaning Pragmatics: social context in which a sentence occurs Supralinguistics: second order analysis of meaning of words or sentences (such as looking for sarcasm, figurative language)

What is Communication?  “Communication is the process participants use to exchange information and ideas, needs and desires” (Owens, 2005). The following slides are taken from a presentation by Dr. Shelly Chabon, PSU

Methods of Communication  Success communication requires: A sender of the message A receiver of the message A shared intent to communicate A shared means of communication Kudor 2008

Language “Language is a rule governed symbol system for communicating meaning through a shared code of arbitrary symbols.” Kudor, 2008

American Speech & Hearing Association (ASHA) Definition of Language Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication. Contemporary views of human language hold that: Language evolves within specific historical, social, and cultural contexts; Language, as rule-governed behavior, is described by at least five parameters – phonologic, morphologic, syntactic, semantic and pragmatic; Language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors; Effective use of language for communication requires a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and sociocultural roles.

Speech  Speech is the oral expression of language.  The act of speaking is highly complex  It includes coordination of: Respiration Phonation Resonation Articulation

Think  Can you have language without speech?  Can you have speech without language?  Can you have communication without language or speech?

The Components of Language  Form Phonology Syntax Morphology  Content Semantics  Use Pragmatics skills

Language Form  Phonology:Rules that govern how sounds are combined to form words & phrases Includes all sounds in a particular language and the rules for combining them  Phoneme sound

Language Form: Two Components of Grammar  Syntax Organized rules specifying word order, sentence organization & word relationships Arrangement of words to form meaningful sentences A collection of rules that specify the order in which words are combined to form sentences in a particular langauge  Morphemes Mean Length of Utterance (MLU)  Analyzing MLU in morphemes is one way to analyze syntactic aspects of child’s syntax

Language Form  Morphology Aspect of language concerned with rules governing change in meaning Includes rules by which words in a language are pluralized or inflected

Language Form  Morpheme Smallest unit of meaning  Cannot be subdivided further Used to modify word structures to change meaning Two types of morphemes  Free  Bound

Language Content  Semantics Rules governing the meaning or content of words and word combinations  Semantic system Includes our lexicon  Lexicon One’s mental dictionary

Language Use  Pragmatics: Rules that govern language use in social situations Use of language in context or as a function  Where an utterance takes place  To whom the utterance is directed  What and who are present Knowledge and use of appropriate flow of language  Discourse and how utterances are related  Narrative and the logical sequence of events

Why Assess Oral and Written Language?  Individuals need ability to converse and express thoughts/feelings.  Language processes and skills underlie subsequent development  Written and oral language tests are administered for special education eligibility as identified by IDEIA.

Tests for Assessing Written and Oral Language  Test of Written Language – Fourth Ediction (TOWL-4)  Test of Language Development: Primary – Fourth Ediction (TOLD-P4)  Test of Language Development: Intermediate – Fourth Edition (TOLD- I:4)  Oral and Written Language Scales