Assessment for Special Education

Section 1

Qualitative Assessments

Methods of evaluation that focus on understanding the characteristics, qualities, and experiences of individuals rather than quantifying data

Quantitative Assessments

Methods of evaluation that focus on measuring and quantifying a student's performance, skills, or knowledge using numerical data

Informal Assessments

More flexible and spontaneous, occurring during everyday classroom activities

Formal Assessments

Structured evaluations that adhere to predetermined criteria and are often standardized

Formative Assessments

Used during the learning process to gauge student understanding and guide further learning

Summative Assessments

A tool for evaluating student learning at specific points, such as at the end of a unit, semester, or academic year; often in the form of a quiz or test

Universal Screening

Implementing regular assessments to identify students who may require additional support or intervention early on

Child Find

A legal mandate under the Individuals with Disabilities Education Act (IDEA) that requires public schools to identify, locate, and evaluate all children with exceptionalities who may be in need of special education and related services.

Criterion-Referenced Assessments

Measure a student's performance against a specific set of criteria or learning standards,

Curriculum-Based Assessments

Frequent, brief assessments that evaluate a student’s progress in specific academic areas directly linked to the curriculum

Direct Observation

Allows educators to record specific behaviors in real-time, focusing on particular times, activities, or settings where issues are most likely to arise

Behavior Checklists

Quantify the frequency, intensity, and duration of behaviors, offering a measurable way to track changes over time and assess intervention success

Functional Behavior Assessments (FBA)

A systematic process used to identify the underlying causes and functions of specific behaviors in students

Student Self-Assessment

Encourages students to reflect on their behavior and the effectiveness of interventions, promoting self-awareness and aligning their perspectives with teacher observations

Anecdotal Records

Document specific behavioral incidents in a narrative form, providing detailed qualitative data that can reveal patterns and guide intervention adjustments

4-Point Method

Allows educators to plot data points from assessments on a graph, connecting four key points—such as the start, midpoint, and endpoints of a given period.

Goal Line

Represents the expected trajectory of student progress based on set goals

Trend Line Analysis

Helps in visualizing the trajectory of a student’s performance or behavior and can be used to predict future outcomes

Pre-Referral Process

A systematic approach used to address and support students who are struggling academically or behaviorally prior to a formal special education referral

Intervention Assistance Team (IAT)

A team that meets during the pre-referral process, usually including general education and special education teachers, school psychologists, administrators, and other professionals who have a vested interest in the student.

Multi-Tiered System of Supports (MTSS) Model

An evidence-based framework designed to enhance student outcomes through a cohesive and comprehensive approach

Positive Behavior Interventions and Support (PBIS)

Focuses on implementing proactive strategies to establish a positive school climate and promote positive behavior among students.

Response to Intervention (RTI)

A method used to identify and support students with learning and behavior needs through regular monitoring and targeted interventions

Social Emotional Learning (SEL)

The process through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Discrepancy Approach

Focuses on identifying gaps between a student’s expected performance and their actual performance

Reliability

The consistency of an assessment or tool

Internal Consistency

Ensures that the items on an assessment are consistent in their measurement across various components of the construct being measured

Test-Retest Reliability

The consistency of a test's results when administered to the same group of individuals at different points in time

Inter-Rater Reliability

Ensures that different examiners provide consistent scores

Mastery Measurement

Involves assessing whether students have achieved proficiency in specific skills or learning objectives

General Outcome Measurement

Evaluates broader academic progress and growth over time

Rate of Growth

Measures how quickly a student is improving over time, typically through progress monitoring tools

Performance Level

Assesses how well a student is performing relative to established benchmarks or grade-level standards

Bias

Any qualities of an assessment process that may systematically advantage or disadvantage certain groups of students based on characteristics such as race, culture, economic background, gender, or exceptionality

Cultural Bias

The tendency of an assessment, test, or evaluation to favor or disadvantage individuals based on their cultural background or ethnicity.

Language Bias

The potential for a test or assessment instrument to systematically favor or disadvantage individuals based on their proficiency in the language in which the test is administered.

Disability Bias

The potential for a test or assessment instrument to systematically underestimate or overestimate the abilities, knowledge, or performance of individuals with exceptionalities.

Parental Consent

The school agency must make reasonable efforts to obtain informed consent from the parent for an initial evaluation to determine whether the child is a child with an exceptionality

Section 504 of the Rehabilitation Act of 1973

Provides services and changes to the learning environment to meet the needs of a child with an exceptionality that interferes with their ability to learn in the general education classroom

Every Student Succeeds Act (ESSA)

Emphasizes the use of a comprehensive continuum of evidence-based, systematic practices to support student’s needs, with regular observation to facilitate data-based instructional decision making to improve student outcomes

Family Educational Rights and Privacy Act (FERPA)

Protects the privacy of student education records and grants parents and eligible students’ rights to access and amend their records

Americans with Disabilities Act (ADA)

Ensures that individuals with exceptionalities have equal access to all public and private services, including educational services

Local Education Agency (LEA)

Ensures compliance with federal and state education laws, including the provision of appropriate evaluations and services for students with exceptionalities

Interdisciplinary Collaboration

The coordinated effort of professionals from various disciplines working together to identify, support, and address the needs of students who are struggling academically or behaviorally