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

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formative assessment occurs when
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.
formative assessment should
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.
the good news
The good news…
  • as clinical instructors/supervisors we are already utilizing strategies and tools of formative assessment.
we are assessing student competencies via
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);
assessment through
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;
assessment through6
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;
student portfolios in the areas of
Student Portfolios in the areas of…
  • Pediatric Language
  • School-age Language
  • Adult Language
  • Phonology
  • Voice
  • Stuttering
  • Oral Motor
  • Oral Motor, Swallowing and Feeding (Infant, Child, Adult)
  • Oral Mechanism
  • Augmentative/Alternative
  • Adult Motor Speech
school age language 6 16
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
school age language 6 1611
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 . . .
school age language 6 1612
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 . . .
school age language 6 1613
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 . . .
school age language 6 1614
School Age Language (6-16)
  • Resources
  • Show evidence of having consulted a minimum of 2 resources:
  • Books: Language Intervention with School-age Children, Naremore,; 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 . . .
  • 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 . . .
  • 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 . . .
  • 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.
  • 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) . . .
  • 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).
  • 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) . . .
  • 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, . . .
  • 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 . . .