Assessments

Front 1

describe the traditional approach to assessment

Back 1

norm-referenced
may not relate to functional skills - Bruininks-Oskeretsky Test of motor proficiency
determining what to teach based on assessment results - "bottom-up approach"

Front 2

describe the top-down approach to assessment

Back 2

determine current and future activities and environments for the student to participate in - a vision
once the vision is determined you can target specific activities

Front 3

what should assessments help determine?

Back 3

skills PWD needs to be successful
skills PWD already has
skills PWD needs to acquire

Front 4

define assessment - how does Brouffard oppose this definition

Back 4

data collection, interpretation and decision making for the purpose of...
thinks participant should be involvedi n decision making as much as possible

Front 5

assessment vs. testing

Back 5

assessment - broader, begins with observation and attempts to explain them in order to understand person in his environment
testing - instrument to sample behaviour or examine a characteristic, a score is often obtained

Front 6

purposes of assessment (7)

Back 6

screening, diagnosis, placement, compare against other, compare against criterion, know the learner, determine progress

Front 7

describe the formal type of assessment vs. informal

Back 7

person aware of test, valid test by trained administrators
collect data during a game or play etc.

Front 8

describe the product (quantitative) type of assessment vs. the process (qualitative) type of assessment

Back 8

product - end result of a performance
process - quality of movement, form, patter

Front 9

norm-referenced assessment vs. criterion referenced

Back 9

compare individuals performance to a normative table (percentile ranking, standard scores) - usually product oriented
compare performance to a mastery standard - often process oriented

Front 10

standardized tests

Back 10

averages, individual differences
e.g TGMD-2

Front 11

tests

Back 11

only right and wrong answers, mature or immature responses - pass or fail

Front 12

instruments

Back 12

broader term than tests - rating scales, interviews, etc.
no right or wrong answers

Front 13

what shouldn't assessments do?

Back 13

generate labels, prejudice teaching, identify causes or make assumptions

Front 14

what are problems with norm-referenced instruments (5)

Back 14

small number of performance items, not directly related to teaching, may be too difficult, may not be sensitive to progress, assumes person performs consistently across environment

Front 15

major things assessment should do (6)

Back 15

clear and detailed descriptions of abilities
observation of social interaction, dependency and response to instruction
knowing the person
knowing what the person hopes to achieve
observation of a person in a natural environment
include a structured environment observation

Front 16

what is FASSD and why was it created?

Back 16

functional assessment of students with severe disabilities
created as a tool to focus on 8 categories

Front 17

what are the 8 categories of FASSD?

Back 17

medical and health background, functional positions and movements analysis, functional stationary positions, functional mobility, functional physical fitness, ball skills, sensory processes, communication skills, play behaviour and awareness of others

Front 18

what is the classic true-score theory?

Back 18

observed score = true score + error score (reliability)