1 / 22

Formative assessment occurs when…

Formative assessment occurs when…. individuals provide feedback to the students in ways that enable the student to learn better;

jana
Download Presentation

Formative assessment occurs when…

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Formative assessment occurs when… • individuals provide feedback to the students in ways that enable the student to learn better; • or when students engage in self-reflective processes. Students must learn to self-assess, so they can understand the purpose of their learning and the competencies/skills they need to achieve/succeed.

  2. Formative assessment should • focus on the task; • focus on feedback to the student that is understandable; • allow students the opportunity to explore and express their understanding; • provide students the opportunity to improve; • provide guidance on how to improve.

  3. The good news… • as clinical instructors/supervisors we are already utilizing strategies and tools of formative assessment.

  4. We are assessing student competencies via… • individual planning conferences; • dx. activities (competencies…observation skills; case hx. skills; test administration; ability to diagnose/det. need for tx (type/length of tx.); counseling; referral) • tx. planning and execution; • pre-certification requirements (provide benchmarks for evaluating client progress as well as student progress);

  5. assessment through… • client staffings; • individual session evaluations; • mid-term and final evaluations (by student and clinical instructor); • session documentation (benchmarks for tx. outcomes); journals • student portfolios;

  6. assessment through… • clinical outcomes (projected number of hours in tx. vs. actual hours); • client satisfaction forms; • Individual Program Plan (IPP) for students (e.g., student strengths, needs, outcomes, time lines, responsible person/persons); • Clinical Education Seminars;

  7. Student Portfolios in the areas of… • Pediatric Language • School-age Language • Adult Language • Phonology • Voice • Stuttering • Oral Motor

  8. Portfolios • Oral Motor, Swallowing and Feeding (Infant, Child, Adult) • Oral Mechanism • Augmentative/Alternative • Adult Motor Speech

  9. School Age Language (6-16) • Assessment • Select, administer and interpret a minimum of 3 evaluations in any of the following areas: • 1. Semantic language: PPVT-R, Test of Adolescent/Adult Word Finding, Receptive/Expressive One Word Picture Vocabulary Test, Language Processing Test, The Word Test. . . • 2. Syntactic language: TOLD-I, TOAL-3, CELF-III, Fullerton Test of Adolescent Language, Oral and Written Language Scales

  10. School Age Language (6-16) • 3. Pragmatic language: Test of Language Competence, Test of Pragmatic Skills • 4. Other: Lindamood (LAC), The Listening Test, Test of Auditory Reasoning and Processing Skills, Test of Problem Solving, Detroit Tests of Learning Aptitude,CAVAT, Woodcock/Johnson Test of Achievement . . .

  11. School Age Language (6-16) • Treatment • Select and implement a miminum of 3 treatment programs and published protocols: Wiig Criterion Referenced Inventory of Language, HELP, BEST, Daily Communication, Language Remediation for the Older Elementary Child, Communication Lab, Auditory Discrimination in Depth, Sloane . . .

  12. School Age Language (6-16) • Equipment • Utilize/explore the use of at least 1 piece of equipment for the evaluation and treatment of language disorders in the school age population, as needed: FM assistive listening device, computer programs, purchased or home-made augmentative communicative systems . . .

  13. School Age Language (6-16) • Resources • Show evidence of having consulted a minimum of 2 resources: • Books: Language Intervention with School-age Children, Naremore, et.al.; Language and Learning Disablilities in School-age Children and Adolescents, Wallach and Butler; Language Disorders from Infancy through Adolesence, Paul . . . • Professional journals, conferences and inservices . . .

  14. Phonology • Assessment • 1. Will select, administer and interpret a minimum of 2 tests of articulation: GFTA, Templin Darley, Arizona Articulation Proficiency Scale, McDonald Deep Test of Articulation, Structured Photographic Articulation Test, Fisher-Logemann Test of Articulatory Competence, Weiss Comprehensive Articulation Test . . .

  15. Phonology • 2. Will select, administer and interpret at least 1 test of phonological analysis: Assessment of Phonological Processes, ALPHA Test of Phonology, Khan-Lewis Phonological Analysis, Weiner Phonological Assessment for the Apple, ISPA for the Macintosh . . .

  16. Phonology • 3. Will select, administer and interpret at least 1 test of developmental apraxia: Screening Test for Developmental Apraxia, Kaufman Speech Praxis Test . . . • 4. Will complete at least 1 50-word utterance speech sample and analyze the errors in context.

  17. Phonology • Treatment • Will select and implement a treatment program according to the client’s need following a minimum of 1 procedure in each group. • Traditional Articulation Therapy Discrimination approach (Winitz, Silverstein), Stimulus approach (Van Riper), Nonsense approach (Gerber), Phonetic Placement (Scripture and Jackson) . . .

  18. Phonology • Phonological Cycling (Hodson & Paden), Natural Process Analysis (Shirbey and Kevin Hossli), Phonological Awareness (Torgesen & Bryant, Robertson & Salter), Open Syllable (Young), Minimal Contrast Pairs (Weiner), Maximal Contrast Pairs (Guiret), Phonological reorganization (Williams).

  19. Phonology • Equipment • Will gain experience using a minimum of 3 pieces of equipment for evaluation and treatment of phonological disorders: VisiPitch, Speech Viewer, Kay Facilitator, TOFA; Computer apps: APP-R, PROMP, ISPA, artic and phonological software including Picture Gallery, Erobics, Artic; Oral Aerobics (Videotape) . . .

  20. Phonology • Other • Distinctive Feature (Costello-Onstine), Paired Stimuli (Weston) . . . • Developmental Apraxia • Melodic Apraxia Training (Smith-Engle), Easy Does It (Strode & Chamberlain), PROMPT (Shumpelik), Touch-Cue Method (Bashir, et.al.) . . .

  21. Phonology • Resources • Show evidence of having consulted at least 1 of the following: • Books: Assessment and Remediation of Articulatory and Phonological Disorders, (Newman, Craighead and Secord); Articulation Disorders (Bernthal and Bankson); The Assessment of Phonological Processes, (Hodson); Perspectives in Applied Phonology (Edwards & Hodson) . . . • Professional journals, conferences and inservices . . .

More Related