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Sped 444

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  1. Sped 444 Assessment and Progress Monitoring

  2. Assessments • Formative assessment: ongoing, could be informal, allows teacher to adjust/modify instruction in real time • Examples could include: using white boards, questioning, observations, discussions, exit slips, response logs

  3. Assessments • Summative assessments: is a final assessment of progress, administered at lesson segment/unit • Examples could include: chapter test, final project, paper, presentation.

  4. Assessments Continued • Ecological assessments: assessing/observing/taking data on a student in various environments. Purpose is to see how the student reacts/behaves in different environments

  5. Testing • Standardized/norm referenced: a type of test, assessment or evaluation where scores are compared to a “normative” sample • Test- takers, in essence, cannot fail a norm referenced test, as each student receives a score that compares them to a norm. Score given in a percentile, stanine, or will have own scoring key • Examples: SAT, WISC, PIAT, Key Math, Stanford Diagnostic Math test, Stanford Diagnostic Reading test, Woodcock Reading Mastery test, Test of Early Reading Ability

  6. More on standardized testing… • It is very, very important that when administering a standardized test you do it exactly as it is spelled out in the directions. • A standardized test could be used for a universal screening method in RTI. Universal screening simply means that all learners are screened for what they know based on the core curriculum being taught or that will be taught.

  7. Criterion Referenced Tests • Criterion referenced test: tests a student’s performance on a fixed criteria • This test tells you if student knows or doesn’t know criteria/set of skills • Examples: California Diagnostic Reading/Math Test, Brigance Diagnostic Comprehensive Inventory of Basic Skills • A criterion references test could also be used as a universal screening in RTI.

  8. CBM and Progress Monitoring • Curriculum based measurement: an evaluation of student’s progress on their skills related to grade or school curriculum • CBM should a repeated practice to tell if student is making progress • Evaluates student’s knowledge compared to what they previously knew and/or compared to the rest of class • Student performance should be charted/plotted/graphed • Examples: correct words read per minute, correct number of math digits written in 2 minutes, math speed drills, total number of words spelled correctly, correct use of punctuation, end of chapter/unit test • A curriculum based measurement could be used to progress monitor how students are doing in Tier 1, 2, or Tier 3

  9. Additional Information • In Hoover text, pg. 85 has an excellent description of a teacher creating her own universal screening for RTI. • In the resources section, I have included websites that have examples of way to progress monitor. Do not forget to look at these!

  10. One more thing! • Do not forget that for your final project, you should have data from a universal screening assessment done in either language arts or math!

  11. Your three questions to answer • 1. How is this semester going for you so far? • 2. Where are you in terms of this course’s final paper? • 3. Any ideas about what you could use for your universal screening for your final paper project?