guiding principles for classroom assessment a. general student assessment should be humane b...
TRANSCRIPT
Guiding Principles for Classroom Assessment
• A. General
• Student assessment should be humane
• B Responsibility (Who?)
• Student assessment is the responsibility of classroom teachers
C. Standards (How Good?)
• The standards used for interpreting student assessment results should be consistent with the purposes of the evaluation
• D. Purposes (Why?)
• Student assessment should be used for a number of purposes
E. Evaluating What We Value (What?)
• Assessment practices should reflect all the valid outcomes of a unit, course, school or board
• Assessment techniques should measure the learning that they are intended to assess, i.e. they should be valid
F. Variety (How?)
• Student assessment procedures should be varied and consistent with the purpose(s) of the assessment(s)
• More than one assessment method should be used to ensure comprehensive and consistent indicators of student performance, i.e. to enhance reliability
• Take into account the backgrounds and prior experiences of students
G. Frequency (When?)
• Evaluation should occur throughout the teaching/learning process
• H. Modifications
• Alternate assessment procedures should be used with students who have special needs
I. Communication (Grading and Reporting)
• Procedures for “scoring” student performance should be appropriate for the assessment method used and be consistently applied and monitored
• Procedures for summarizing and interpreting assessment results, i.e. grades and reports, should provide accurate and informative representations of student performance
I. Communication (Grading and Reporting)
• Procedures for “scoring” student performance should be appropriate for the assessment method used and be consistently applied and monitored
• Procedures for summarizing and interpreting assessment results, i.e. grades and reports, should provide accurate and informative representations of student performance
I. Communication (Grading and Reporting) continued
• Reports should be clear, accurate and informative for the recipients of such documents
Classroom Assessment in Teacher Decision Making
• Teacher as a mentor to individual students- uses assessment to guide interaction with the student
• Teacher as a guide for the class- uses assessment to oversee
the operation of the classroom
Classroom Assessment in Teacher Decision Making
• Teacher as marks accountant- uses assessment to record day-to-day marks
• Teacher as reporter- uses assessment to report to parents, teachers (report cards)
• Teacher as program director- uses assessment to guide teaching decisions
The ICE Model of Assessment
• Ideas Building blocks of learning, i.e. steps in a process
• Connections- links or relationships students make among the Ideas and between new and prior learning i.e. combining steps
• Extensions- internalization of learning by students so it becomes part of their perspective i.e. using learning in novel ways
Adapting Classroom Assessment for Exceptional Learners
• Adapting learning outcomes
• Preparing students for classroom tests
• Adapting tests during test construction
• Adapted administration of classroom tests
• Adapting marking of classroom tests
• Using adapted performance assessments
• Portfolios as classroom assessments
Handout 8.1 (Hutchinson, 2002)
DESIGNING A QUALITATIVE RUBRIC
ELEMENTS IDEAS CONNECTIONS EXTENSIONS
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Testing Accommodations
• Before the test-
• Study guides
• Practice tests
• Teaching test-taking skills
• Modified test construction
• Individual tutoring
Testing Accommodations
• During the test-
• Alternate test format
• Alternate means of response
• Alternative sites
• Direct assistance
• Extra time
Testing Accommodations
• After the test-
• Change letter or number grades
• Change grading criteria
• Use alternatives to number and letter grade
Teaching Students with Low Incidence Exceptionalities
• Description
• Incidence
• Characteristics
• Classroom implications
• Implications for social and career participation
Modified Program for Students with Severe Developmental
Disabilities Includes:• Functional academic skills
• Physical development and personal care
• Communication skills and social interaction skills
• Community living skills
• Career development, work experience and transition planning
Baseline Data
• Recording of the behaviours exhibited by a student prior to the intervention
Event Recording
• Recording of how often a behaviour occurs i.e. frequency
Duration Recording
• Recording of the length of time a student engages in a specific behaviour
Latency Recording
• Recording the time between the presentation of the cue to perform a task and the student’s actual initiation of the task
Scoring by Levels
• Recording of the levels of assistance or intervention necessary to facilitate the student’s performance of a task
Accommodations
• Adapting skill sequences-rearranging the typical order of steps within a task
• Adapting rules-changing certain rules to allow more participation
• Utilizing personal assistance-aids, peer tutors, buddy systems to accomplish tasks
Accommodations
• Fostering social/attitudinal changes-changing assumptions and beliefs of the student, family, professionals and community members
Accommodations
• Creating or using materials and devices to meet specific needs of specific students-microswitches, mechanical devices, calculators, computers, communication devices, special handles, lifts
Selecting Appropriate Integration Opportunities
• Select activities that enhance the student’s abilities and self-image rather than highlight their disabilities
• Emphasize similarities i.e. intervening with the entire group when working with students with and without handicaps-”What do you all need to do next?”
Selecting Appropriate Integration Opportunities
• Facilitate interaction and communication-all students must receive training in the use of adaptive devices/technology
• Provide students with severe handicaps systematic and direct instruction regarding appropriate instruction through naturally occurring interactions, role playing, rehearsing and coaching
Facilitating Interactions
• Facilitate reciprocal rather than helping interactions
• Allow all student varied opportunities to help
• Stress cooperation rather than helping
• Provide opportunities to show off competencies and strengths
Facilitating Interactions
• Encourage maximum participation of all students
• Set up interaction opportunities that are valued activities for all students
• Fade teacher intervention/intrusion as quickly as possible
Facilitating Interactions
• Avoid having non-handicapped peers implement nonfunctional or undignified teaching programs i.e. toileting
• Encourage choice and decision making
• Structure seating arrangements, playground activities, hallway mobility and positioning to facilitate interactions
Facilitating Interactions
• When students are working or playing together in a group, reinforce and intervene with the entire group
• Use opportunities like teasing to teach values and appropriate responses to teasing, and to provide factual information
• Develop a social interaction project for all students
Facilitating Interactions
• Answer students’ questions about disabilities factually without unnecessary detail or additional information. Use positive terminology, focus on abilities and emphasize similarities
• Encourage after-school relationships and activities
Facilitating Interactions
• Conduct evaluations and determine quality of interactions I.e. amount of time, quality/type of interactions, perceptions and attitudes of students, teachers.
• Facilitate interactions, relationships and friendships rather than “programs”.
Social Skills and Friendship
• Displays positive interaction style: a smile
• Gets the message across: augmentative communication
• Is reinforcing to others: express feelings in positive ways
• Initiates thoughtful actions: birthday card
• Is a good listener: listening skills
Social Skills and Friendship
• Shares belongings and feelings: playing in the same sand box
• Has similar likes and dislikes: computer club
• Takes the perspectives of others: simulations
• Is trustworthy and loyal: sitting by a friend who is sad
Instructional Strategies
• Shaping- systematic reinforcement of a desirable behaviour
• Modeling- demonstrating a behaviour for the student to imitate
• Coaching- direct instruction, opportunities to practice the skill(s) with peers and a post review session to review the skill
Fading
• Fade assistance as soon as naturally occurring supports are available
• Too much assistance may hinder the development of friendships
Goal
• The challenge to professionals is to create the optimal environment that encourages individuals with and without handicaps to be friends with one another.