Bayley Scales of Infant Development: The Psychological Corporation.It tests in several different developmental domains such as cognition, motor, self-help, language, and social skills. This test is designed for children birth though age eight. Battelle Developmental Inventory: The Riverside Publishing Company.Types of assessment for developmental areas Cognition: Parent interviews are judgments based upon the observations of significant people in the child’s life. The two should be used in different settings to determine patterns in behavior (Lerner, Lowenthal, & Egan, 1998). Checklists and rating scalesĬhecklists and rating scales are used to make judgments about children’s behavior. The observer is able to see the interactions between the child and peers as well as noting speech and language, and motor abilities. Play-based assessment is a tool used while a child is playing usually in his/her natural environment. In criterion-referenced measurement, the emphasis is on assessing specific and relevant behaviors that have been mastered rather than indicating the relative standing in the group. If Molly spells 15 of 20 words correct, that is 75% correct, higher than the past week when her score was 60% correct. An example is the number of spelling words correct. CRT compare a person’s performance with his or her own past performance. Criterion-referenced testsĬriterion-referenced tests (CRT) measure what the person is able to do and indicate what skills have been mastered. These standardized tests must be administered as specified in the manual to ensure valid and reliable results. Test results indicate a person’s relative performance in the group. They have been “normed” or administered to a representative sample of similar age or grade level students so that final test results can be compared to students of similar characteristics. Norm-referenced tests have standardized, formal procedures for administering, timing and scoring. The following are some examples of the two categories: Formal Assessments Both group and individual administration are used, depending on the school subject being tested. Curriculum-based measurement provides the teacher with a relatively fast and frequent method to measure student progress in the regular school subjects. CBM has been used as part of the overall assessment program for purposes of screening, program placement, instructional planning and monitoring student progress. The norms used to compare a student’s performance have been previously determined by testing random groups of students at each grade level. Such brief tests are called “probes.” Student performances are measured by a frequency count of, for example, words read, written or sequenced correctly, or math problems answered correctly. Several samples of a student’s performance are collected, using items drawn from the local curriculum, usually in basic skill subjects of reading, math, spelling and written expression. Over the past few years, some districts have increased the use of curriculum-based measurements (CBM). Collection of information by means of observation is often thought of as informal assessment, as is information gathered from interviews with parents or past teachers and by using teacher-constructed tests. Increasingly, educators are finding new ways to evaluate students’ school performances using informal rather than formal, or standardized, assessment procedures. The score is intended to help answer questions and produce information about the person tested. Testing means presenting a person with a set of questions or tasks in order to obtain a measure of performance often represented by a score. We may have taken intelligence, aptitude, interest, personality tests or any number of other kinds of tests. In elementary and secondary schools, tests are given routinely to measure the extent to which we profit from instruction. One kind of assessment procedure is testing. Assessment is the process of gathering information about a student in order to make decisions about his or her education.
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