Application to Other Standards Council for Exceptional Children (CEC) - DOC

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Application to Other Standards Council for Exceptional Children (CEC) - DOC Powered By Docstoc
					                        Performance Standard 8 -- Assessment

Assessment is integral to the decision-making and teaching of special educators, and special
educators use multiple types of assessment information for a variety of educational decisions.
Special educators use the results of assessments to help identify exceptional learning needs and to
develop and implement individualized education programs, as well as to adjust instruction in
response to ongoing learning progress. Special educators understand the legal policies and ethical
principles of measurement and assessment related to referral, eligibility, program planning,
instruction, and placement for individuals with exceptional learning needs (ELN), including those
from culturally and linguistically diverse backgrounds. Special educators understand measurement
theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of
assessment results. In addition, special educators understand the appropriate use and limitations
of various types of assessments. Special educators collaborate with families and other colleagues
to assure non-biased, meaningful assessments and decision-making. Special educators conduct
formal and informal assessments of behavior, learning, achievement, and environments to design
learning experiences that support the growth and development of individuals with ELN. Special
educators use assessment information to identify supports and adaptations required for individuals
with ELN to access the general curriculum and to participate in school, system, and statewide
assessment programs. Special educators regularly monitor the progress of individuals with ELN in
general and special curricula. Special educators use appropriate technologies to support their
assessments.
Beginning special educators demonstrate their mastery of this standard through the mastery of the
CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty
Area(s) Knowledge and Skills for which the preparation program is preparing candidates.



Performance Task (Sample Two)
                                                           Applicable MSDE Certification Area(s):
Assessing Students with Exceptional Learning
Needs, Formal Assessment                                      x     birth to grade 3                HI
                                                              x     grade 1 – grade 8               VI
                                                              x     grade 6 – adult                 SPH



Outcomes
The teacher candidate will:
      Select and accurately administer and score standardized tests appropriate to the individual
       student being assessed.
      Interpret test results as meaningful information that serves as a basis for recommendations
       when combined with other information to determine special needs of students.




                                              Page 1 of 6
       Performance Standard 8 - Assessing Students with Exceptional Learning Needs, Formal Assessment
Teacher Candidate Procedures
      Select a student. Identify a student who is in general education and receiving special
       education services or a student appropriately referred for possible special education
       services. (The student may be the same one used for the preferral assessment, Part A.)
      Reason for the referral. Describe the reason for referral (academic or social-emotional
       concern) and indicate the referring party. Documentation of the concern (e.g., a letter) may
       be specifically noted.
      Administer formal tests. Administer/score/interpret at least one formal test for overall
       educational achievement performance (e.g., Wide Range Achievement Test III, Woodcock
       Johnson-III), reading performance (e.g., Woodcock Reading Mastery Test), writing (e.g.,
       Test of Written Language), and mathematics performance (e.g., Key Math). Videotape the
       administration if the taping will not interfere with the results. (Be sure appropriate
       permission is obtained/documented for the test administration and videotaping.) Completely
       score each test protocol (include standard scores, percentile ranks, age and/or grade
       norms) and write a one-to-two paragraph summary for each testing experience including a
       statement regarding the tests' appropriateness for the referred student. The scored test
       protocol with observed behaviors will be submitted with the summary and videotape.
      Interpret and communicate the assessment results. Using all the formal assessment
       results, analyze the student's performance in terms of strengths and weaknesses and write
       a one-to-two page summary. Any limitations, observations, or remarkable performances
       should be noted. Include summary comments and recommendations for educational goals
       for the student. Decide if additional assessment is needed and include this decision in the
       summary. Include a statement that the assessments were valid/invalid for determining
       educational performance, levels, whether student performance was or was not an accurate
       reflection of current achievement levels, and if student has Limited English Performance
       due to linguistic differences, cultural experience, or limited hearing.



Resources
   1. Formal assessments for overall educational achievement performance (e.g., Wide Range
      Achievement Test III, Woodcock Johnson-III), reading performance (e.g., Woodcock
      Reading Mastery Test), writing (e.g., Test of Written Language), and mathematics
      performance (e.g., Key Math)
   2. Video equipment may be used




                                              Page 2 of 6
       Performance Standard 8 - Assessing Students with Exceptional Learning Needs, Formal Assessment
Evaluation
Scoring Rubrics
Description: Formal Tests, Overall Educational                             Possible Score         Score
Achievement Test, __________________________ (test name),
Administration and Scoring
Demonstrates mastery in administering and scoring the overall                       4-5
educational achievement test.
Appropriately administers and scores the overall educational                        2-3
achievement tests with only minor errors that do not affect the
results of the assessment.
Makes several errors (1-2) in administration and/or scoring the                      1
overall educational achievement test that may affect the credibility
of the results.
Makes significant errors (3+) in administration and/or scoring the                   0
overall educational achievement test.


Description: Formal Tests, Overall Educational                             Possible Score         Score
Achievement Test,___________________________ (test name),
Interpretation and Summary
Accurately interprets the information gathered on the overall                       4-5
educational achievement test and synthesizes it in a highly
insightful and concise way.
Accurately interprets the information gathered on the overall                       2-3
educational achievement test and concisely synthesizes it.
Makes a few errors (1-2) in interpreting the information gathered on                 1
the overall educational achievement test and/or synthesizes the
information imprecisely or awkwardly.
Makes significant errors (3+) in interpreting the information                        0
gathered on the overall educational achievement test and/or fails to
synthesize it.


Description: Formal Tests, Reading Achievement Test, (test                 Possible Score         Score
name), Administration and Scoring
Demonstrates mastery in administering and scoring the reading                       4-5
achievement test.
Appropriately administers and scores the reading achievement                        2-3
tests with only minor errors that do not affect the results of the
assessment.
Makes several errors (1-2) in administration and/or scoring the                      1
reading achievement test that may affect the credibility of the
results.
Makes significant errors (3+) in administration and/or scoring the                   0
reading achievement test.

                                              Page 3 of 6
       Performance Standard 8 - Assessing Students with Exceptional Learning Needs, Formal Assessment
Description: Formal Tests, Reading Achievement Test,                       Possible Score         Score
______________________________ (test name),
Administration and Scoring
Demonstrates mastery in administering and scoring the reading                       4-5
achievement test.
Appropriately administers and scores the reading achievement                        2-3
tests with only minor errors that do not affect the results of the
assessment.
Makes several errors (1-2) in administration and/or scoring the                      1
reading achievement test that may affect the credibility of the
results.
Makes significant errors (3+) in administration and/or scoring the                   0
reading achievement test.


Description: Formal Tests, Reading Achievement Test,                       Possible Score         Score
_____________________________(test name), Interpretation
and Summary
Accurately interprets the information gathered on the reading                       4-5
achievement test and synthesizes it in a highly insightful and
concise way.
Accurately interprets the information gathered on the reading                       2-3
achievement test and concisely synthesizes it.
Makes a few errors (1-2) in interpreting the information gathered on                 1
the reading achievement test and/or synthesizes the information
imprecisely or awkwardly.
Makes significant errors (3+) in interpreting the information                        0
gathered on the reading achievement test and/or fails to synthesize
it.


Description: Formal Tests, Writing Achievement Test,                       Possible Score         Score
_________________________________(test name),
Administration and Scoring
Demonstrates mastery in administering and scoring the writing                       4-5
achievement test.
Appropriately administers and scores the writing achievement tests                  2-3
with only minor errors that do not affect the results of the
assessment.
Makes several errors (1-2) in administration and/or scoring the                      1
writing achievement test, but the overall results are credible.
Makes significant errors (3+) in administration and/or scoring the                   0
writing achievement test.




                                              Page 4 of 6
       Performance Standard 8 - Assessing Students with Exceptional Learning Needs, Formal Assessment
Description: Formal Tests, Writing Achievement Test,                       Possible Score         Score
__________________(test name), Interpretation and Summary
Accurately interprets the information gathered on the writing                       4-5
achievement test and synthesizes it in a highly insightful and
concise way.
Accurately interprets the information gathered on the writing                       2-3
achievement test and concisely synthesizes it.
Makes a few errors (1-2) in interpreting the information gathered on                 1
the writing achievement test and/or synthesizes the information
imprecisely or awkwardly.
Makes significant errors (3+) in interpreting the information                        0
gathered on the writing achievement test and/or fails to synthesize
it


Description: Formal Tests, Mathematics Achievement Test,                   Possible Score         Score
__________________________________ (test name),
Administration and Scoring
Demonstrates mastery in administering and scoring the                               4-5
mathematics achievement test.
Appropriately administers and scores the mathematics                                2-3
achievement tests with only minor errors that do not affect the
results of the assessment.
Makes several errors (1-2) in administration and/or scoring the                      1
mathematics achievement test, but the overall results are credible.
Makes significant errors (3+) in administration and/or scoring the                   0
mathematics achievement test.


Description: Formal Tests, Mathematics Achievement Test,                   Possible Score         Score
_____________________________________(test name),
Interpretation and Summary
Accurately interprets the information gathered on the mathematics                   4-5
achievement test and synthesizes it in a highly insightful and
concise way.
Accurately interprets the information gathered on the mathematics                   2-3
achievement test and concisely synthesizes it.
Makes a few errors (1-2) in interpreting the information gathered on                 1
the mathematics achievement test and/or synthesizes the
information imprecisely or awkwardly.
Makes significant errors (3+) in interpreting the information                        0
gathered on the mathematics achievement test and/or fails to
synthesize it.




                                              Page 5 of 6
       Performance Standard 8 - Assessing Students with Exceptional Learning Needs, Formal Assessment
Description: Summary Interpretation and Communication of                   Possible Score         Score
Results
Demonstrates mastery in interpreting all the collected assessment                     4-5
information and synthesizes it in a highly insightful, integrated, and
concise way.
Accurately interprets and concisely synthesizes all the collected                     2-3
assessment information.
Makes a few errors (1-2) in interpreting all the collected                             1
assessment information and/or synthesizes the information
imprecisely or awkwardly.
Makes significant errors (3+) in interpreting all the collected                        0
assessment information and/or fails to synthesize it.




Instructor’s Notes

Courses
This assessment would be appropriate for a course on the assessment of children with exceptional
learning needs.


Application to Other Standards



                  Standard        1     2    3    4    5    6     7    8     9    10
                  CEC                                                        x    x
                  EDOT                                 x               x     x    x
                  MTTS            x     x                                  N/A




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       Performance Standard 8 - Assessing Students with Exceptional Learning Needs, Formal Assessment

				
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