ASSESSMENT

TOPICS

A. ASSESSMENT PURPOSES

B. METHODS OF ASSESSMENT

C. ASSESSMENT PRINCIPLES
 ASSESSMENT

is the process of collecting information about a

child’s strengths and needs. It uses a problem-solving

process that involves a systematic collection as well

as interpretation of data gathered (Salvia et al.2013).

Teachers and administrators make instructional

decisions based on the assessment results.

A. ASSESSMENT
PURPOSES
Assessment has a variety of purposes in special and inclusive education. It begins with initial

identification that was explained in the previous section in Child Find and pre-referral process.

The results of an assessment are used to decide on a child’s educational placement and to plan

instructional programs for a child identified to have emotional needs.

There are a variety of methods that regular and special education
teachers can use. This section covers the following:

02 OBSERVATIONS 04 TESTS

01 INTERVIEWS

03 CHECKLISTS OR
RATING SCALES
B. METHODS OF
ASSESSMENT
Tests. School psychologists, educational diagnosticians, other related professionals use a

variety of assessment tools to ensure that results are valid and reliable.

• Norm- referenced test

-are standardized assessments that move there a child's performance with the representative

samples of students of the same chronological age.

• Intelligence Tests (e.g., Wechsler Intelligence Scale for students and Stanford_Binet Intelligence

Scale)

• Achievement Tests ( Wide Range Achievement Tests and Kaufman Test of Educational

Achievement) are examples of norm- referenced assessments.

Criterion-referenced Tests

Compare a child's performance based on establishment standards and competencies that can be

used to describe student performance (Jennings et. al., 2006 as cited in Spenelli 2012). Scores are

typically reported a simple numerical scores, percentage of correct responses, letter grades, our

graphics card reports. Such assessment data are more useful and relevant as this provides specific

skills the child has mastered and those that need additional instruction (Gargulo 2012).
• Informal Assesment

Professionals also use informal or non-standardized assessments, feature considered more

authentic and this can be used primarily to describe performance and inform instruction. Such

assessments can be curriculum- based or performance based, such as the teacher- made instruments

using classroom and portfolio assessments.

• Authentic Assessment

The use of tests, whether formal or informal, It's only one method of assessment. There are other

ways of assessing students considered at risk for the developmental delay or have additional needs.
 One that is highly recommended by professionals is the use of

authentic assessment methods and tools.

Authentic assessment

- provides students the opportunity to apply knowledge and skills

in meaningful, real- world settings rather than in an artificial and

contrived setting(Dennis et al. 2013) assessment tasks that are

more real -life are considered more authentic.

 Clay (2000 et al. 2013) identify the essential information to be
included in the running record;

• Date and time of the observation

• Names of children involved

• Location of the incident

• Ve r b a t i m r e c o r d i n g o f w h a t t h e c h i l d r e n s a i d

• Actual events that occurred

Anecdotal Records

contains shorter descriptions of incidents or anecdotes the teachers especially used to analyze

student’s behavior and plan strategies for a specific child group of children.

Examples of authentic assessment for young children:

• Observation of young students as they interact with family members, peers and objects in

naturally occurring activities across settings and routines

• Play- based assessment

• portfolio assessment
The different assessment methods and tools used to assess Carl after
the pre- referral process are discussed in the following.
C. Assessment Principles

Assessment practices should be anchored on principles provided by the Division of Early

Childhood of the Council for Exceptional Student (DEC) (2014). Child- and family -centered
practices, team -based approach, Application of individualized and appropriate process, and use
of ingenuine and meaningful communication that adhere to ethical any good practices are the
recommendations provided by DEC.

Thus, a variety of assessment methods and tools, use of authentic measures, as well as
involvement of the family are necessary to make decisions for placement and instructional
planning. (DEC 2014)
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