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Chapter 7

Chapter 7. School Performance. Purposes for Assessing School Performance. Evaluate the achievement status of an entire school population Determine the need for extraordinary instructional services Provide information for instructional decisions

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Chapter 7

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  1. Chapter 7 School Performance

  2. Purposes for Assessing School Performance • Evaluate the achievement status of an entire school population • Determine the need for extraordinary instructional services • Provide information for instructional decisions • Provide information about the effectiveness of special education programs

  3. Historical Trends • 1970s – Back to basics movement • 1980s – Traditional content area subjects • 1990s – National education goals, national performance standards, and a national achievement test resulting in Goals 2000: Educate America Act of 1994

  4. Current Trends • School restructuring movements signal a change in the governance structure of education • Curricular reforms include a shift to higher- order thinking skills and alternative assessment focused on authentic tasks • Movement toward greater inclusion of students with disabilities in general education while other placement options remain available

  5. Current Practices • Assessment of academic achievement is routine • Individual norm-referenced test are preferred for students with disabilities • Norm-referenced tests are the most commonly used for eligibility • Criterion-referenced tests and informal measures are typically used to provide detailed descriptions of students’ needs

  6. Sources of Information About School Performance • School records provide educational history • School grades • Retentions • Special services • Attendance records • Group achievement test results

  7. Sources of Information About School Performance • Student involvement in evaluation • Individual achievement tests yield final scores and opportunities for behavior observations • Observation of the student in class and analysis of work samples • Academic goals, viewpoints, and attitudes may be obtained by questionnaires or interviews

  8. Sources of Information About School Performance • Teachers provide information regarding classroom functioning • Reason for referral may come from general education teacher • Past classroom performance may document learning difficulties • Current teachers describe present academic performance • Instructional modifications can be examined

  9. Sources of Information About School Performance • Parents provide family and community information • Parents may have initiated the referral • Parents may provide academic history • Parents can describe current use of academic skills at home and in the community

  10. Group Tests of Achievement • Group achievement tests are usually administered in the general education program • Group tests are not preferred for special education students • Group tests can be used for screening and to evaluate progress of mainstreamed students

  11. Individual Tests of Achievement • Peabody Individual Achievement Test– Revised/Normative Update (PIAT–R/NU) • Wide Range Achievement Test–Revision 3 (WRAT–3) • Woodcock-Johnson III Tests of Achievement (WJ III) • Wechsler Individual Achievement Test– Second Edition (WIAT–II)

  12. Individual Tests of Achievement • Kauffman Test of Educational Achievement/Normative Update (K-TEA/NU) • Diagnostic Achievement Battery (3rd edition) (DAB–3) • Hammill Multiability Achievment Test (HAMAT)

  13. PIAT–R/NU

  14. WRAT–3

  15. Woodcock-Johnson III

  16. WIAT–II

  17. Criterion-Referenced Tests • Evaluate student performance in reference to instructional objectives • Most popular is the Brigance Comprehensive Inventory of Basic Skills– Revised (CIB–R) • Includes inventories based on instructional objectives in readiness, oral language, reading, and mathematics

  18. Curriculum-Based Measurement Strategies • Evaluate student performance in relation to local school curriculum • Most useful for gathering data for instructional decisions and documenting student progress • Also suggested for use in eligibility decisions establishing classroom norms

  19. Procedures Produce Different Results • Group tests underestimate abilities of students with special needs. Individual tests are more accurate. • Norm-referenced measures help determine the existence and severity of a school performance problem while criterion-referenced measures are best for instructional planning • School records, classroom observations, and analyses of student work yield descriptive data

  20. Nature of Assessment Tasks • Comprehensiveness refers to the number of academic skills assessed and the breadth of coverage within each skill • Test tasks differ from measure to measure and may or may not approximate classroom tasks • Motivational factors include the presentation style and requirements for failure

  21. Documentation of School Performance • Is there a school performance problem? The answer will be determined by review of school records and assessment procedures

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