Spec Ed Competency 2: Assessment/evaluation Procedures

Front 1

formal assessments (2)

Back 1

norm-referenced tests

criterion-referenced tests

Front 2

informal assessments (4)

Back 2

observation

play-based

check lists / rating scales

parent interviews

Front 3

achievement test:

Back 3

knowledge/skills acquired from classroom instruction

Front 4

alternative assessment:

Back 4

any alternative to pencil/paper tests, such as open-ended questions, showing solutions, demonstrations, etc

Front 5

benchmark:

Back 5

performance compared established defined points of reference

Front 6

formative assessment:

Back 6

occurs during the course rather than at the end

Front 7

percentile:

Back 7

how a student's score compares to all other students on the same test

Front 8

which type of assessment is used for IEP updates and Special Ed committee meetings?

Back 8

formal assessment

Front 9

testing accomodations, 5 types:

Back 9

setting

presentation

timing

response

scheduling

Front 10

students eligible for testing accommodations (2)

Back 10

spec ed students

504 students

Front 11

testing accommodation , SETTING:

(examples), 4

Back 11

small group

special lighting

special furniture

minimal distractions

Front 12

testing accommodations, PRESENTATION:

(examples) 4

Back 12

audiotape

increasing size or reducing items per page

highlight key words

cues like arrows and stop signs

Front 13

testing accommodations, TIMING:

(examples) 3

Back 13

flexible schedule

more time

frequent breaks

Front 14

testing accommodations, RESPONSE:

(examples) 4

Back 14

allow marking in booklet

tape-record responses for translation

a scribe

copying assistance between drafts

Front 15

alternate assessments are given to:

Back 15

students who cannot take regular assessments even when testing accommodations are provided

Front 16

4 types of alternative assessments:

Back 16

portfolios

rating scales

item-based tests

funtional assessments

Front 17

functional assessment:

Back 17

determines the impact of a particular disability on behavior

Front 18

4 obstacles for students with severe intellectual disabilities:

Back 18

executive functioning

learning/memory

language/communication

sensory/perceptual/spatial abilties

Front 19

(obstacles for students with severe intellectual disabilities) executive functioning:

(3)

Back 19

setting/revising goals

daily life problem solving

sustained attention

Front 20

diagnostic assessment:

Back 20

assesses strengths and weaknesses PRIOR TO INSTRUCTION