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ASSESSMENT 6

Educational Assessment Project

Description This assessment is a semester-long project that is completed in [REDACTED], a course that is typically taken during fall of the teacher candidate’s senior year. Candidates select appropriate standardized assessments based on a learner’s profile, then conduct the following: administer and score standardized assessments; create and administer curriculum based measures; conduct observations and interviews; write assessment summaries; analyze the data; construct an acceptable formal Educational Evaluation; write-up consolidating all assessment information; and make appropriate recommendations. One prerequisite for this course is Differentiated Instruction [REDACTED], typically taken during the fall of the teacher candidates’ junior year. In this course, candidates learn to informally assess and respond to individuals’ interests, needs, cultural and linguistic differences, preferences, readiness level, learning styles, prior knowledge, and motivators. The differentiation experience builds a foundation of understanding of the importance of assessment in relation to understanding student needs. Two further prerequisites include [REDACTED] (Language, Literacy, & Linguistics) and [REDACTED] (Mathematics Instruction and Methods). The two courses are typically taken during the fall of the candidate’s junior year, and include the administration of commonly used subject-specific informal assessments, curriculum-based measures, and progress monitoring around student learning objectives. Alignment The assessment is aligned to CEC Standards 4.1, 4.2, 4.3, and 4.4. Specific expectations are detailed in Attachment A – Educational Assessment Project Assignment Description. Attachment B contains the Educational Assessment Project Scoring Rubric with CEC Standard alignment for each component of the project. Attachment C contains the assessment data.

Sample Assessment Aligned to CEC Initial Standards & Elements

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Appendix A

Educational Assessment Project Assignment Description As a special education teacher, you will need to select appropriate standardized assessments based on a learner’s profile, administer and score standardized assessments, create curriculum based measures, conduct observations and interviews, write assessments summaries, analyze data, and make recommendations. For this project, you will do all of those things as described below. Once you have selected a student to assess: Standardized Assessment

1. Identify 3 appropriate standardized assessments based on the student’s learning profile. Provide a rationale for your assessment selection.

2. After training by, and approval from, your course instructor, administer one standardized assessment to the student. You will be evaluated on the accuracy of basal and ceiling determinations, the scoring of each subtest, and the generated score report.

3. Provide an explanation of the student’s standard scores and percentiles for the assessment. You will be evaluated on the accuracy of your interpretation and your explanation of the difference between the two types of scores.

Curriculum Based Measures (CBM) 4. Create 3 Reading CBMs based on the data from the standardized assessment.

Provide an explanation of the link between the standardized test score and the CBMs that you created.

5. Create 3 Math CBMs based on the data from the standardized assessment. Provide an explanation of the link between the standardized assessment and the CBMs that you created.

6. Create 3 Writing CBMs based on the data from the standardized assessment. Provide an explanation of the link between the standardized assessment and the CBMs that you created.

7. Create 3 Spelling CBMs based on the data from the standardized assessment. Provide an explanation of the link between the standardized assessment and the CBMs that you created.

Observations & Interviews

8. Create an observation form using the data from the assessments. Provide an explanation of the link between the assessment results and the observation form that you created.

9. Develop interview questions for a parent/guardian, teacher, and student based on the data from the assessments. Provide an explanation of the link between the assessment results and the interview questions that you developed. Ensure that your questions demonstrate awareness of individual diversity (i.e. cultural, linguistic, socioeconomic, ethnic).

Sample Assessment Aligned to CEC Initial Standards & Elements

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Educational Assessment Summary 10. Provide a narrative summary statement of the student’s educationally-relevant

background information. Be sure to include at least 3 of the following in your description: educationally relevant medical findings, summary of learning profile based on educational test data, observations, interviews, or file review.

11. Describe each assessment, including subtests, and summarize the assessments results.

12. Provide a summary of relevant test behavior that includes at least 5 pieces of direct observation data. Discuss the validity of the assessment as well.

13. Analyze the assessment data and determine student strengths and weaknesses. Provide a synthesis of the data and draw conclusions about student performance and its implications for future learning. Be sure to demonstrate awareness of individual diversity (i.e. cultural, linguistic, socioeconomic, ethnic) in your response.

14. Identify 6 or more evidence-based instructional recommendations that are linked directly to assessment results and analysis. Be sure to demonstrate awareness of individual diversity (i.e. cultural, linguistic, socioeconomic, ethnic) in your recommendations.

Reflection

15. Provide a detailed and in-depth reflection about each of the following: development of student rapport prior to testing, testing environment, preparation of testing materials, and administration of the assessment.

Sample Assessment Aligned to CEC Initial Standards & Elements

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Educational Assessment Project

Assessment

Purpose

Explain the purpose(s) of giving this assessment.

Educational Assessment Project_CECMastery (2.000 pts) Benchmark (1.000 pt) Unacceptable (0.000 pt)

Candidatedemonstratesknoweldge ofassessmentselectionrationale(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.3

The candidate demonstratescomprehensive knowledge ofselection and use of technicallysound formal and informalassessments (e.g.,measurement theory, validity,reliability, norms, bias) basedon student learning profile andin collaboration with colleaguesand families.

The candidate demonstratesknowledge of selection and useof technically sound formal orinformal assessments (e.g.,measurement theory, validity,reliability, norms, bias) basedon student learning profile andin collaboration with colleaguesand families.

The candidate does notdemonstrate knowledge ofselection and use of technicallysound formal or informalassessment. based on studentlearning profile and incollaboration with colleaguesand families.

Candidatedemonstratesknowledge ofappropriateassessmentadministration(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.1

The candidate demonstratescomprehensive knowledge ofappropriate assessmentadministration.

The candidate demonstratesknowledge of assessmentadministration.

The candidate does notdemonstrate knowledge ofassessment administration.

Candidatedemonstratesknowledge ofassessmentscoring(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofappropriate assessmentscoring (e.g., raw scores,standard scores, percentileranks etc.).

The candidate demonstratesknowledge of assessmentscoring (e.g., raw scores,standard scores, percentileranks etc.).

The candidate does notdemonstrate knowledge ofassessment scoring.

Candidatedemonstratesknowledge ofassessmentreporting(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofappropriate assessmentreporting (e.g., raw scores,standard scores, percentileranks etc.).

The candidate demonstratesknowledge of assessmentreporting (e.g., standardscores, percentile ranks etc.).

The candidate does notdemonstrate knowledge ofassessment reporting.

Candidate The candidate demonstrates The candidate demonstrates The candidate does not

Sample Assessment Aligned to CEC Initial Standards & Elements

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demonstratesknowledge ofassessmentinterpretation(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

comprehensive knowledge ofappropriate assessmentinterpretation (e.g., raw scores,standard scores, percentileranks etc.)

knowledge of assessmentinterpretation (e.g., raw scores,standard scores, percentileranks etc.).

demonstrate knowledge ofassessment interpretation.

Candidatedemonstratesknowledge ofCurriculumBasedMeasures:Rationale(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.3

The candidate demonstratescomprehensive knowledge ofrationale for selection ofcurriculum based measures(e.g., clear and explicitevidence of the link betweenstandardized test scores andthe curriculum basedmeasures) to support a widevariety of decisions.

The candidate demonstratesknowledge of rationale forselection of curriculum basedmeasures (e.g., clear andexplicit evidence of the linkbetween standardized testscores and the curriculumbased measures) to support awide variety of decisions.

The candidate does notdemonstrate comprehensiveknowledge of rationale forselection of curriculum basedmeasures.

Candidatedemonstratesknowledge ofCurriculumBasedMeasures:Bias (1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.1

The candidate demonstratescomprehensive knowledge ofdevelopment of curriculumbased measures so as tominimize bias.

The candidate demonstratesknowledge of development ofcurriculum based measures soas to minimize bias.

The candidate does notdemonstrate knowledge ofdevelopment of curriculumbased measures so asminimize bias.

Candidatedemonstratesknowledge ofDirectObservationFormDevelopmentRationale(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.1

The candidate demonstratescomprehensive knowledge ofthe development/use ofappropriate direct observationprotocols.

The candidate demonstratesknowledge of thedevelopment/use ofappropriate direct observationprotocols.

The candidate does notdemonstrate comprehensiveknowledge for thedevelopment/use ofappropriate direct observationprotocols.

Candidatedemonstratesknowledge ofParent/Guardian,Teacher, andStudentInterviewQuestions:DevelopmentRationale(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.1

The candidate demonstratescomprehensive knowledge ofthe development/use ofappropriate parent, teacherand student interviewquestions (e.g. cultural,linguistic, socioeconomic,ethnic)

The candidate demonstratesknowledge of thedevelopment/use ofappropriate parent, teacherand student interviewquestions (e.g. cultural,linguistic, socioeconomic,ethnic)

The candidate does notdemonstrate knowledge of thedevelopment/use ofappropriate parent, teacherand student interviewquestions (e.g. cultural,linguistic, socioeconomic,ethnic)

Candidatedemonstratesknowledge ofidentifying

The candidate demonstratescomprehensive knowledge ofstudent needs by identifyingeducationally-relevant

The candidate demonstratesknowledge of student needs byidentifying educationally-relevant background

The candidate does notdemonstrate knowledge ofstudent needs.

Sample Assessment Aligned to CEC Initial Standards & Elements

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educationallyrelevantbackgroundinformation(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

background information (e.g.educationally relevant medicalfindings, summary of learningprofile based on educationaltest data, observations,interviews, file review, cultural,linguistic, socio-economic etc.)

information (e.g. educationallyrelevant medical findings,summary of learning profilebased on educational test data,observations, interviews, filereview, cultural, linguistic,socio-economic etc.)

Candidatedemonstratesknowledge ofdevelopingsummary ofstudentperformance(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofstudent performance bydescribing the results of eachassessment, includingsubtests, in a clear, concise,and professional manner.

The candidate demonstratesknowledge of studentperformance by describing theresults of each assessment,including subtests, in a clear,concise, and professionalmanner.

The candidate does notdemonstrate comprehensiveknowledge of studentperformance.

Candidatedemonstratesknowledge ofdevelopingsummary ofrelevant testbehavior(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofobserving testing behaviors byincluding a summary ofrelevant test behavior (e.g.student attention to task; focus,mannerisms etc.).

The candidate demonstratesknowledge of observing testingbehaviors by including asummary of relevant testbehavior (e.g. student attentionto task; focus, mannerismsetc.).

The candidate does notdemonstrate knowledge ofimportance of observing testingbehaviors.

Candidatedemonstratesknowledge ofaccuratelyanalyzingstudentstrengths andweaknesses(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofstudents’ strengths andweaknesses by accuratelyanalyzing assessment data.

The candidate demonstratesknowledge of students’strengths and weaknesses byaccurately analyzingassessment data.

The candidate does notdemonstrate knowledge ofstudents’ strengths andweaknesses.

Candidatedemonstratesknowledge ofconsiderationof individualdiversity inDataAnalysis/ConclusionsandRecommendations(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofindividual diversity in all data-based conclusions andrecommendations byaddressing all key dimensionsof diversity (e.g., cultural,linguistic, socioeconomic,ethnic, gender, learning factorsetc.).

The candidate demonstratesknowledge of individualdiversity in all data-basedconclusions andrecommendations byaddressing some keydimensions of diversity (e.g.,cultural, linguistic,socioeconomic, ethnic, gender,learning factors etc.).

The candidate does notdemonstrate knowledge ofindividual diversity.

Candidate The candidate demonstrates The candidate demonstrates The candidate does not

Sample Assessment Aligned to CEC Initial Standards & Elements

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demonstratesknowledge ofconsiderationofinstructionalimplications inDataAnalysis/ConclusionsandRecommendations(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.3

comprehensive knowledge ofinstructional implications byidentifying and integratingstrategic adaptations andmodifications as well asevidence-based instructionalrecommendations that arealways linked to assessmentresults and analysis of data.

knowledge of instructionalimplications by identifying andintegrating strategicadaptations and modificationsas well as evidence-basedinstructional recommendationsthat are sometimes linked toassessment results andanalysis of data.

demonstrate knowledge ofinstructional implication.

Candidatedemonstratesknowledge ofdevelopingstudentrapport(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.4

The candidate demonstratescomprehensive knowledge ofdevelopment of student rapportthrough engagement prior totesting (e.g. prior interactionswith student, amount of timespent to allow student to adjustto test setting).

The candidate demonstratesknowledge of development ofstudent rapport throughengagement prior to testing(e.g. prior interactions withstudent, amount of time spentto allow student to adjust totest setting).

The candidate does notdemonstrate knowledge ofdevelopment of student rapportthrough engaging them prior totesting.

Candidatedemonstratesknowledge ofanalysis oftestingenvironment(1.000, 5%)CEC-INI-2012.4CEC-INI-2012.4.2

The candidate demonstratescomprehensive knowledge ofanalysis of testing environmentby including an in-depthreflection of the testingenvironment (e.g. testingenvironment is organized,quiet, free from distraction).

The candidate demonstratesknowledge of analysis oftesting materials by includingreflection of the testingenvironment (e.g. testingenvironment is organized,quiet, free from distraction).

The candidate does notdemonstrate knowledge ofanalysis of testingenvironment.

StandardsCEC-INI-2012.1 Learner Development and Individual Learning Differences:

Beginning special education professionals understand howexceptionalities can interact with development and learning anduse this knowledge to provide meaningful and challenginglearning experiences for individuals with exceptionalities.

CEC-INI-2012.1.1 Beginning special education professionals understand howlanguage, culture, and family background can influence thelearning of individuals with exceptionalities.

CEC-INI-2012.1.2 Beginning special education professionals use understanding ofdevelopment and individual differences to respond to the needsof individuals with exceptionalities.

CEC-INI-2012.2 Learning Environments: Beginning special educationprofessionals create safe, inclusive, culturally responsivelearning environments so that individuals with exceptionalitiesbecome active and effective learners and develop emotional

Sample Assessment Aligned to CEC Initial Standards & Elements

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well-being, positive social interactions, and self-determination.CEC-INI-2012.2.1 Beginning special education professionals through collaboration

with general educators and other colleagues create safe,inclusive, culturally responsive learning environments to engageindividuals with exceptionalities in meaningful learning activitiesand social interactions.

CEC-INI-2012.2.2 Beginning special education professionals use motivational andinstructional interventions to teach individuals withexceptionalities how to adapt to different environments.

CEC-INI-2012.2.3 Beginning special education professionals know how tointervene safely and appropriately with individuals withexceptionalities in crisis.

CEC-INI-2012.3 Curricular Content Knowledge: Beginning special educationprofessionals use knowledge of general1 and specializedcurricula2 to individualize learning for individuals withexceptionalities.

CEC-INI-2012.3.1 Beginning special education professionals understand thecentral concepts, structures of the discipline, and tools of inquiryof the content areas they teach , and can organize thisknowledge, integrate cross-disciplinary skills, and developmeaningful learning progressions for individuals withexceptionalities

CEC-INI-2012.3.2 Beginning special education professionals understand and usegeneral and specialized content knowledge for teaching acrosscurricular content areas to individualize learning for individualswith exceptionalities

CEC-INI-2012.3.3 Beginning special education professionals modify general andspecialized curricula to make them accessible to individuals withexceptionalities.

CEC-INI-2012.4 Assessment: Beginning special education professionals usemultiple methods of assessment and data-sources in makingeducational decisions.

CEC-INI-2012.4.1 Beginning special education professionals select and usetechnically sound formal and informal assessments thatminimize bias.

CEC-INI-2012.4.2 Beginning special education professionals use knowledge ofmeasurement principles and practices to interpret assessmentresults and guide educational decisions for individuals withexceptionalities.

CEC-INI-2012.4.3 Beginning special education professionals in collaboration with

Sample Assessment Aligned to CEC Initial Standards & Elements

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colleagues and families use multiple types of assessmentinformation in making decisions about individuals withexceptionalities.

CEC-INI-2012.4.4 Beginning special education professionals engage individualswith exceptionalities to work toward quality learning andperformance and provide feedback to guide them.

CEC-INI-2012.5 Instructional Planning and Strategies: Beginning specialeducation professionals select, adapt, and use a repertoire ofevidence-based instructional strategies3 to advance learning ofindividuals with exceptionalities.

CEC-INI-2012.5.1 Beginning special education professionals consider anindividualâs abilities, interests, learning environments, andcultural and linguistic factors in the selection, development, andadaptation of learning experiences for individual withexceptionalities.

CEC-INI-2012.5.2 Beginning special education professionals use technologies tosupport instructional assessment, planning, and delivery forindividuals with exceptionalities.

CEC-INI-2012.5.3 Beginning special education professionals are familiar withaugmentative and alternative communication systems and avariety of assistive technologies to support the communicationand learning of individuals with exceptionalities.

CEC-INI-2012.5.4 Beginning special education professionals use strategies toenhance language development and communication skills ofindividuals with exceptionalities

CEC-INI-2012.5.5 5: Beginning special education professionals develop andimplement a variety of education and transition plans forindividuals with exceptionalities across a wide range of settingsand different learning experiences in collaboration withindividuals, families, and teams.

CEC-INI-2012.5.6 Beginning special education professionals teach to mastery andpromote generalization of learning.

CEC-INI-2012.5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking andproblem solving to individuals with exceptionalities.

CEC-INI-2012.6 Professional Learning and Ethical Practice: Beginning specialeducation professionals use foundational knowledge of the fieldand the their professional Ethical Principles and PracticeStandards to inform special education practice, to engage inlifelong learning, and to advance the profession.

Sample Assessment Aligned to CEC Initial Standards & Elements

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CEC-INI-2012.6.1 Beginning special education professionals use professionalEthical Principles and Professional Practice Standards to guidetheir practice.

CEC-INI-2012.6.2 Beginning special education professionals understand howfoundational knowledge and current issues influenceprofessional practice.

CEC-INI-2012.6.3 Beginning special education professionals understand thatdiversity is a part of families, cultures, and schools, and thatcomplex human issues can interact with the delivery of specialeducation services.

CEC-INI-2012.6.4 Beginning special education professionals understand thesignificance of lifelong learning and participate in professionalactivities and learning communities.

CEC-INI-2012.6.5 Beginning special education professionals advance theprofession by engaging in activities such as advocacy andmentoring

CEC-INI-2012.6.6 Beginning special education professionals provide guidance anddirection to paraeducators, tutors, and volunteers.

CEC-INI-2012.7 Collaboration: Beginning special education professionalscollaborate with families, other educators, related serviceproviders, individuals with exceptionalities, and personnel fromcommunity agencies in culturally responsive ways to address theneeds of individuals with exceptionalities across a range oflearning experiences.

CEC-INI-2012.7.1 Beginning special education professionals use the theory andelements of effective collaboration.

CEC-INI-2012.7.2 Beginning special education professionals serve as acollaborative resource to colleagues.

CEC-INI-2012.7.3 Beginning special education professionals use collaboration topromote the well-being of individuals with exceptionalities acrossa wide range of settings and collaborators.

Sample Assessment Aligned to CEC Initial Standards & Elements

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Formative  Data  Fall  2015  (N  =  20)  Element Mastery

(2 points) Benchmark

(1point) Unacceptable

(0 points) Candidate demonstrates knowledge of assessment selection rationale (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.3

18 90%

2 10%

0 0%

Candidate demonstrates knowledge of appropriate assessment administration (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.1

17 85%

3 15%

0 0%

Candidate demonstrates knowledge of assessment scoring (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

18 90%

1 5%

1 5%

Candidate demonstrates knowledge of assessment reporting (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

16 80%

4 20%

0 0%

Candidate demonstrates knowledge of assessment interpretation (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

15 75%

3 15%

2 10%

Candidate demonstrates knowledge of Curriculum Based Measures: Rationale (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.3

18 90%

2 10%

0 0%

Candidate demonstrates knowledge of Curriculum Based Measures: Bias (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.1

17 85%

3 15%

0 0%

Candidate demonstrates knowledge of Direct Observation Form Development Rationale (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.1

19 95%

1 5%

0 0%

Candidate demonstrates knowledge of Parent/Guardian, Teacher, and Student

18 90%

2 10%

0 0%

Sample Assessment Aligned to CEC Initial Standards & Elements

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Interview Questions: Development Rationale (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.1 Candidate demonstrates knowledge of identifying educationally relevant background information (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

15 75%

5 25%

0 0%

Candidate demonstrates knowledge of developing summary of student performance (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

13 65%

7 35%

0 0%

Candidate demonstrates knowledge of developing summary of relevant test behavior (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

14 70%

6 30%

0 0%

Candidate demonstrates knowledge of accurately analyzing student strengths and weaknesses (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

18 90%

2 10%

0 0%

Candidate demonstrates knowledge of consideration of individual diversity in Data Analysis/Conclusions and Recommendations (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2

15 75%

3 15%

2 10%

Candidate demonstrates knowledge of consideration of instructional implications in Data Analysis/Conclusions and Recommendations (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.3

14 70%

6 30%

0 0%

Candidate demonstrates knowledge of developing student rapport (1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.4

19 95%

1 5%

0 0%

Candidate demonstrates knowledge of analysis of testing environment

18 90%

2 10%

0 0%

Sample Assessment Aligned to CEC Initial Standards & Elements

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(1.000, 5%) CEC-INI-2012.4 CEC-INI-2012.4.2        

Sample Assessment Aligned to CEC Initial Standards & Elements