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Assessment. EDCI 336 November 15, 2005. Assessment. Types of assessment Formative Summative. Assessment. Formative Program goals Program planning Activities, materials, experiences planning. Assessment. Formative Curricular adaptations Ongoing. Assessment. Summative

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assessment

Assessment

EDCI 336

November 15, 2005

assessment1
Assessment
  • Types of assessment
    • Formative
    • Summative
assessment2
Assessment
  • Formative
    • Program goals
    • Program planning
    • Activities, materials, experiences planning
assessment3
Assessment
  • Formative
    • Curricular adaptations
    • Ongoing
assessment4
Assessment
  • Summative
    • Systematic examination of children’s progress
assessment5
Assessment
  • Summative
    • Effectiveness of interactions
    • Efficacy of curricular decisions
    • Have student goals been achieved?
assessment6
Assessment
  • Table 9.1
  • Table 9.4
assessment7
Assessment
  • Methods of collecting and recording information:
    • Observation
    • Anecdotal records
    • Work samples
assessment8
Assessment
  • Communication samples
  • Behavior samples
  • Activity preference records
  • Checklists
  • Sociograms (p.94)
assessment9
Assessment
  • Types of sampling
    • Event sampling
    • Time sampling
    • Category sampling
assessment10
Assessment
  • Event sampling
      • Low frequency skills/behaviors
      • Predictable intervals
assessment11
Assessment
  • Event sampling
      • Count # of times behavior occurs
      • Note # of opportunities
      • Table 9.5
assessment12
Assessment
  • Time Sampling
    • Tracks whether or not behavior occurs during specific time period
momentary time sampling
Momentary TimeSampling
  • Useful for predictable behaviors
  • Frequent or continuous behaviors
  • At specific intervals record presence or absence of behavior
    • Table 9.6
partial interval recording
Partial interval recording
  • Record each time behavior occurs for 10 minutes
  • Record several times during the day
  • Use for unpredictable behaviors Table 9.7
assessment13
Assessment
  • Event and time sampling require designation of criteria and conditions
assessment14
Assessment
  • Category sampling
    • Used for variations in skill or behavior
    • Should not see two behaviors occurring simultaneously
    • Table 9.8
assessment15
Assessment
  • When to use sampling
    • Establish a base line
    • Measure progress
    • Determine mastery
assessment16
Assessment
  • Which type of sampling to use?
    • The frequency of the skill
    • The context of the skill
    • Match the strategy to the skill being assessed
assessment17
Assessment
  • Check for generalization across settings, situations and with different people
  • Data collection by family
  • Involvement of child
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