0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
Margo A. Mastropieri
Thomas E. Scruggs
Blanche Jackson Glimps, Contributor
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. Assessment
Chapter 13
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. Objectives
Describe the use of norm-referenced tests, competency-based assessments, teacher-made tests, and criterion-referenced tests in inclusive settings.
Identify and implement strategies to modify test formats to meet the needs of students with disabilities.
Compare and contrast curriculum-based measurement, performance assessment, and portfolio assessment and their applications for students with special needs.
Describe specific test-taking strategies for taking standardized tests, and how these strategies can be taught.
Design and implement strategies for taking teacher-made tests.
Identify procedures and rationales for modifying grading and scoring of tests for students with special needs.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. Tests
Provide information relevant to placement, instruction, and future career decisions
Used increasingly to evaluate performance of schools
Curriculum-based measurement has increasingly been recommended tor use in RTI programming
In order to be used effectively, teachers must:
Be aware of different types of tests
Purposes they serve
How they can be used
How to interpret
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. Testing Terms Standardized Summative Formative Reliability Validity
All students take the test under the same conditions with the same administration
Summative
Refers to tests given at the end of a particular educational period
Formative
Test at frequent intervals so student progress can be evaluated
Reliability
Test consistently measures what it says it measures
Validity
Extent to which test measures what it is intended to measure
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. Types of Tests Norm-referenced Criterion-referenced
Student performance is compared with performance of other students
Criterion-referenced
Performance is compared to specific, specified criteria
Curriculum-based assessment
Procedures to evaluate student performance in relation to school curriculum
Curriculum-based measurement
Formative in nature characterized by frequent, direct measurements of critical school behaviors
Performance
Requires students to construct responses on real world tasks
Portfolio
Consists of student products collected over time
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. Administering Norm-Referenced Tests
Students with special needs may exhibit difficulties that limit reliability and validity of scores
Problems for students may include language or communication style, length of testing, attention difficulties, reading difficulties
Students with disabilities may not be in the test’s standardization sample
Some tests may not be fair to students from some cultural backgrounds
Substantive deviations from standard administration procedures limits usefulness of test
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. Test Modifications Simplifying language/directions
Teaching test taking skills
Preparing with practice tests
Altering timing/schedule of test
Extending time limits
Spreading test over several shorter time sessions
Changing the setting
Testing individually
Altering test presentation
Simplifying language/directions
Providing prompts and feedback
Allowing teacher to read tests and turn pages
Proving assistive technology. audiotaped, large-print, or Braille
Changing response format
Allowing circling vs. filling in bubbles
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. Administration Strategies
Use individually administered tests
Teach test-taking skills
Increase motivation
Improve examiner familiarity
Request modifications for college entrance exams such as
Small group or private room
Extended time
Large type
Alternative test form with accommodations noted on IEP
Reader or recorder
Magnifying glass or 4 function calculator
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. Competency-Based and Statewide Assessment
Statewide competency testing helped develop common standards for educational attainment and established educational accountability
Allowing adaptations for special needs while maintaining standardization is important
Done through consultation with test developers or educational agencies
IDEA requires individual student IEPs to provide testing accommodations for state, district, and teacher-made tests
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. Test Accommodations
Accommodations better allow some students to demonstrate what they know
Should not change the nature of the test
Focus is now on the test validity of the accommodation
State policy determines accommodations
Recent policies support the use of
Technology
Extended time limit in appropriate cases
Less state consensus on the use of
Calculators
Reading questions aloud
Spell checkers
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. Linguistically Based Accommodations
Familiar language
Repeating directions
Teaching the language of testing
Translating tests
Allowing responses in different languages or dialects
Providing translators
Bilingual materials
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. Alternate Assessments
When standard statewide assessments are not appropriate for students with disabilities, it may be possible to arrange for alternate assessment based on alternate standards
All states have developed alternate assessments
States can also develop alternate assessments based upon modified achievement standards for students unlikely to meet grade-level proficiency within the IEP year
To date, few states have developed these assessments
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. Modifications on GED Tests
Tests of General Educational Development (GED) are intended to evaluate the knowledge and skills acquired from a 4 year high school program, but acquired in a different manner
Modifications include
Audiocassette edition
Large print version
Calculators
Extended time
Frequent breaks
Use of a private testing room
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. Classroom Tests
Classroom test scores represent a significant component of student grades
Helping students be successful in dealing with the challenges of testing is critical to promoting student success
Be careful to ensure that modifications are having the desired effect of accommodating the student’s disability
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

15. Modify Test Formats Prepare typewritten rather than handwritten tests
Space items to reduce interference
Provide space for students to respond on test
Provide items in predicable hierarchy
Administer more tests with fewer items, rather than fewer, longer tests
Adjust reading level of items or provide reading assistance when not testing reading
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

16. Modify Test Formats (cont.)
Define unfamiliar or abstract words if meaning is not being tested
Provide models of correctly answered items
Change the test setting for students with special needs
Allow more time for test completion for specific students
Allow students to dictate responses or to use communicate boards in responding
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

17. Modify Specific Formats
True-false items
Write out words true and false
Avoid double negatives
Multiple-choice tests
Reduce number of options
Limit number of confusing options like (a) and (b) but not (c)
Matching
Reduce number of overall items and place list on one page
Short-answer
Provide choice of answers for student to circle rather than fill in the blank
Essay
Describe what you want to see in the essay
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

18. Modify Scoring Procedures
For students who have spelling and grammar difficulty, it is probably unnecessary to penalize them if they are doing all they can to improve
Consider grading on spelling, grammar, and neatness separately from actual mastery of the content, and ascribing less weight to these areas
Reconsider giving partial credit for answers that are incorrect, but demonstrate some knowledge of the content covered
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

19. Curriculum-Based Measurement
Developed to document student progress through the curriculum
Standardized set of procedures for administration
Includes sampling test items from classroom curricula, administering under same conditions, summarizing test information, and using information in instructional decision
Focus on a long-term curricular goal, often by the end of the year
Test domain remains constant from beginning of year to end
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

20. Apply CBM to Monitor Learning Progress
Visual representation of data for individuals or groups
Use of data for instructional decisions
Repeated measure of student progress
Recommended for use in RTI programs
Response to instruction measured formatively as a guide to evaluation or summatively as an aid to placement decisions
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

21. Performance Assessment
Addresses students’ ability to interact appropriately with instructional materials and the content of instruction
Relies on students’ demonstration of understanding
Elements of portfolio assessment include:
Defined purpose
A task to elicit the performance
A prompt for a response that focuses the examinee’s performance
A systematic way of evaluating the performance
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

22. Key Elements of Performance Assessments
Students construct their own responses
Teachers can observe student performance on tasks reflecting real-world or authentic requirements
Student responses can reveal patterns in students’ thinking and learning
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

23. Implement and Adapt Performance Assessment
Determine what you want students to be able to do after instruction and state as a behavioral objective
Set up materials and provide opportunity for student to perform on the test
Score by using a rubric that lists test items and scoring criteria
Can be holistic or analytic
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

24. Portfolio Assessment
A systematic and organized collection of evidence used by the teacher and student to monitor growth of the student’s knowledge, skills, and attitudes
Collect and organize relevant products to document performance and progress in areas of behavior and academic functioning
Can be collected and stored electronically
Can be tailored to specific needs of the classroom, student, or curriculum
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

25. Adapt Portfolio Assessment
Used to document the performance of students referred to special education
Used in developing alternate assessments
Useful in situations where more traditional tests may not be appropriate
Enhanced portfolio and performance assessments used to document adapted grade level content standards for statewide testing for students with significant cognitive disabilities
Consult individual states for specific procedures
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

26. Assessment Portfolios and ELL
Defined as the systematic collection of student work measured against predetermined scoring criteria determined by the school district
Allows for breath of evaluation and inclusion of English Language Learners (ELLs) within the high-stakes testing of districts
Challenges include:
Limited reliability and comparability across classes/grade levels
Standardized administration procedures for all work is difficult
Can provide an important complement to more traditional measures
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

27. Teaching Test-Taking Skills
Tests can measure student skills at test-taking
Teach general test-preparation strategies
Teach students to prepare academically and physically
Teach anxiety reduction strategies
Encourage positive attributions
Recognize signs of tension and respond consciously by relaxing muscles and controlling breathing
Teach test-taking and study skills
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

28. General Strategies for Standardized Tests
Separate answer sheets
Practice filling in the bubble
Use elimination strategies
Eliminate response options they know are incorrect
Guess when appropriate
Guessing is better than leaving an answer blank
Use time wisely
Use time efficiently on familiar items, don’t waste time on answers they are unlikely to answer correctly an
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

29. Specific Strategies for Standardized Tests
Reading Comprehension
Decoding
Mathematics computation
Mathematics concepts
Mathematics problem-solving
Science and social studies
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

30. Strategies for Teacher-made Tests
Objective
Written
sentence-completion and short answer: encourage students to provide some answers even if partially correct
Essay: Use strategies, such as SNOW, to facilitate test performance
SNOW (study the question, note important points, organize the information, write directly to the point of the question)
Performance
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

31. SCORER Test-Taking Strategies
SCORER represents clue words to help students perform better during testing situations
Schedule time
Clue words
Omit hard items
Read carefully
Estimate answers
Review work
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

32. PIRATES Test-Taking Strategies
PIRATES a seven-step strategy designed to help students perform better on teacher-made tests
Prepare to succeed
Inspect the instructions
Read, remember, reduce
Answer or abandon
Turn back
Estimate
Survey
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

33. ANSWER Test-Taking Strategies
ANSWER is designed to assist students with essay type exams
Analyze the situation
Notice requirements
Set up an outline
Work in details
Engineer your answer
Review your work
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

34. Learning Strategies Require students to:
Identify when the strategy is required
Retrieve the steps in the strategy
Correctly apply the strategy
Have repeated exposure to, and practice with, each strategy in order to learn to use it effectively
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

35. Modify Grading Procedures
There is no one “right” way to issue report cards to students with disabilities. Suggestions for alternatives include:
Consulting school and district policy
Following recommendations on IEP
Making no grade modifications at all
Using a pass-fail system
Using a double-standard approach
Contracting
Personal grading plans
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.