THE ASSESSMENT PROCESS

• Skills & abilities assed with checklist, observation &

interviews
• Process of using measures of students performance
& behavior. Including TESTS to make educational
decisions
• Consists techniques and procedures for EVALUATING
–ESTIMATING-APPRAISING-TESTING –DRAWING
conclusion about students
• Adapt assessment process to fit individual Special
Education Needs(SEN).
 MEASUREMENT
• To determining ability or performance level of SEN
student
• Testing only one measurement other measures
Behaviour Observation, Interviews, rating Scale,
Checklist, Clinical Evaluations.
• To produce objective information such as Numbers,
Scores or other QUANTITATIVE data.
 TESTING
• Specific type of assessment
• Contains a standard set of questions produce a score.
• Formal, standardized, informal, teacher made test.
 TESTING INTELLIGENCE (IQ)
• Alfred Binet ( Stanford Binet) Intelligence Scale
& Theodone Simon 1905 Physician published
1st Intelligence Test.
• Wechsler Intelligence Scale for children.
• WISC-R / WISC-III currently most frequently
used
 ASSESSMENT ADAPTIVE BEHAVIOR
• Ability to adapt to Environment-Independent
personal & social behavior adjustment to change.
• Functional & practical abilities e.g.,
Communication,Activity Of Daily Living
Skills(ADL),Social Interaction.
• [Genetic Scale Social Maturity & Vineland Adaptive
Behavior Scale]
 DEVELEOPMENTAL ASSESSMENT
• Developmental Diagnosis
• Test measure Development in Motor,
Language,Personal-Social & Adaptive skills
 INDIVIDUAL ACHIEVEMENT TEST
• Peabody Individual Achievement Test(PIAT)
• Key Math Diagnostic Test of Arithmatic
(Connolly,Nachtman & Pritchett.1971)
• Teachers formal tools to assess individual learning needs
& to develop specific Intervention activities.
• Peabody Pictures Vocabulary Test (PPVT-III) Dunn &
Dunn, 1997.
• Special educators, Psychologist & Speech Pathologist to
measure RECEPTIVE LANGUAGE, VOCABULARY SKILLS of
students with SEN/SNE
• These Instruments are SIGNIFICANT
 ASSESSING BEHAVIOR
• Direct observation & continuous data collection
B.F.Skinner
• Direct observation: Listening or watching over time in a
structuired & systematic manner.
• Direct observation- Repeated measurement of
performance
• This type of Assessment provides a more realistic &
practical pictures of behavior than indirect testing/ or
observation.
• Keeping progress graph/ charts/schedules
 NON BIASED TESTING
• One of the most significant historical
contributions to reducing BIAS is an approach
called the SYSTEM OF
MULTICULTURAL/PLURALISTIC ASESSMENT
(SOMPA) Jane Mercer, Mercer & Lewis (1978)
 CURRICULUM BASED ASSESSMENT
(CBA)
• Measures performance based on progress in
the curriculum
• CBA relies on teacher made Test, Class work,
Homework Assignment.
• CBA ability to evaluate students performance
INDIRECT relation to what has been taught in
the curriculum.