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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 behaviorsTable 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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