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ASSESSMENT & EVALUATION Lecture Notes

References

  • Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (pp.107-122). Cengage Learning Australia Pty Limited.

  • Behavior Modification: What it is and how to do it. Ninth edition. By Martin, G. & Pear, J.

  • Cook, R. E., Klein. M. D., & Chen, D. (2014). Adapting early childhood curricula for children with special needs. Eighth edition. (pp.350-353). Edinburgh: Pearson Education Limited.

  • Overton, T. (2014). Assessing learners with special needs: An applied approach. Seventh Edition. (pp. 22-29). Edinburgh: Pearson Education Limited.

Learning Objectives

  • Explain the purpose of assessments and evaluations.

  • Identify the types of assessments.

  • Describe methods/strategies to measure and evaluate the effectiveness of an intervention plan.

  • Explain the importance of being a reflective practitioner.

Assessment and Diagnosis

Purpose of Assessment

  • Screening for Diagnosis: This involves identifying any conditions that may affect a child's learning and development.

  • Individualized Educational Program (IEP): Allows for the formulation of a personalized plan that includes the child’s current level, goals, objectives, and strategies to reach them.

  • Eligibility for Special Services: Assists in determining a child's eligibility for services such as therapy or interventions.

  • Monitor and Evaluate Progress: Ongoing assessment to keep track of student achievement and progress over time.

Types of Assessment

Overview of Various Types of Assessment

  • Ecological Assessment: Involves determining the influences of classroom environments on student learning.

  • Norm-Referenced Tests: Compare a student's abilities against a national sample of peers.

  • Standardized Tests: Administered under specific conditions and procedures, often norm-referenced.

  • Error Analysis: Focuses on identifying patterns of specific types of errors that students make.

  • Curriculum-Based Assessment/Measurement: Measures student performance in relation to the actual content being taught.

  • Dynamic Assessment: Evaluates a student's potential for learning and ability to grasp new skills.

  • Portfolio Assessment: Gathers evidence of a student's progress over time in specific areas of learning.

  • Criterion-Referenced Tests: Measures a student’s progress in mastering specific skills against established standards.

  • Checklists, Rating Scales, Observations: Used to assess skill levels or functional behaviors of students.

Who Administers the Assessments?

  • Teachers: General and special education teachers.

  • Special Education Teachers: Focus on assessing students with identified disabilities.

  • Psychologists: Carrying out evaluations and interpretations of assessments.

  • IEP Team Members & Allied Health Professionals: Collaborate depending on the type of assessments being conducted.

Examples of Assessment Tools

Psychological Assessment Tools

  • Developmental Tests:

    • Bayley Scales of Infant and Toddler Development (Fourth Edition, Bayley IV)

    • Mullen Scales of Early Learning

  • Cognitive Tests:

    • Wechsler Intelligence Scales for preschoolers (WPPSI-V), children (WISC-V), & adults (WAIS-IV)

    • Stanford-Binet Intelligence Scales

    • Differential Ability Scales (DAS)

    • British Ability Scales II (BAS II)

    • Kaufman Assessment Battery for Children - 2nd Edition (KABC-II)

  • Observation and Play-Based Assessment Tools:

    • Autism Diagnostic Observation Schedule (ADOS)

ADOS Scoring Criteria

  • Measures interest and interaction with stimuli through a 0-4 scale ranging from no interest to high interest based on various toys and interactions, such as:

    • Pop-up Toy: Scores from 0 (Ignores toy) to 4 (Frequent activations and seeks out).

    • Shape Sorter: Scores assess interaction ranging from no attempts to extensive sorting.

    • Others: Evaluated for interactions like requesting, emotional responses, and engagement shifts over different trials.

Additional Psychological Assessment Tools

  • Rating Scales/Checklists:

    • Autism Diagnostic Interview – Revised (ADI-R)

    • The Children’s Communication Checklist – Second Edition (CCC-2)

    • Gilliam Autism Rating Scale – Third Edition (GARS – 3)

    • Gilliam Asperger’s Disorder Scale (GADS)

    • Social Communication Questionnaire (SCQ)

    • Vineland II Adaptive Behavior Scales II (VABS-II)

    • Adaptive Behavior Scale – School: Second Edition (ABS-S:2)

    • Behavior Assessment System for Children, Second Edition (BASC-2)

    • Conners’ Parent and Teacher Rating Scale – Third edition

  • Learning and Achievement Tests:

    • Wechsler Individual Achievement Test – Third Edition (WIAT-III)

    • Wechsler Objective Reading and Language Dimensions (WORLD)

    • Neale Analysis of Reading Ability – Revised (NARA - II)

    • Phonological Assessment Battery (PhAB)

    • Singapore Fluency Writing Test (SWIFT)

    • British Picture Vocabulary Scale – Second Edition (BPVS-II)

    • Bracken Basic Concept Scale - Revised

    • Wide Range Achievement Test 4 (WRAT 4)

Key Considerations in Assessment

  • Holistic Approach: Always view the student within the context of their cultural, linguistic, and ethnic background.

  • Focus on Intervention: The assessment model should place emphasis on practical interventions and problem-solving techniques to support student learning.

Behaviors and Interventions

Behavior Intervention Planning

  1. Assessment: Collect and analyze relevant data from assessments.

  2. Intervention: Implement suitable strategies based on assessment results.

  3. Evaluation: Review the effectiveness of interventions and their impact on the student.

Evaluation Process

Various Ways to Evaluate

  • Evaluation processes mirror the types of assessments discussed earlier.

  • Baseline Measurement: The first assessment establishes a benchmark for student performance.

  • Following evaluations measure the effectiveness of interventions over time.

Evaluating Success of Programs

  • Key Question: Is the program producing the desired change?

    • Example Consideration: Statements like, "He’s just as bad as he ever was!" must be examined for truth.

    • What criteria should be utilized for measurement?

Evaluation Based on IEP Goals

  • Using measurable short-term objectives allows the IEP team to:

    • Assess the student’s rate of learning.

    • Gauge responses to the methodologies being employed.

    • Analyze responses to prompts and cues.

    • Determine if goals need to be adjusted based on progress.

    • Ensure adequate focus on the generalization of skills.

Measurement Strategies

Quantitative vs. Qualitative Measurement

  • Quantitative Measurement:

    • Techniques include tally systems for behavior occurrences or correct/incorrect responses, ultimately expressed as percentages.

    • Time measurement relies on tracking duration for specific behaviors.

  • Qualitative Measurement:

    • Addresses behaviors that cannot simply be quantified.

    • Employs rating scales (1-5 levels) or narrative descriptions of behaviors such as social skills or problem-solving abilities.

    • Qualitative metrics can complement quantitative measures for a more holistic view of performance.

Recording Behavior Characteristics

Data Recording Strategies

  1. Topography: Examines the form of a response, analyzing physical movement and appearance.

    • Example: Noting the quality of swimming strokes.

  2. Amount: Measured by frequency and duration, tracking instances per time frame.

  3. Intensity: Measures the force of a response, e.g., loudness or strength of a grip.

  4. Stimulus Control: Assesses behavior occurrence in relation to specific stimuli.

  5. Latency: Evaluates the time delay between stimulus and response.

  6. Quality: Defines how well a task is performed, assessing characteristics of behavior.

Techniques for Data Collection

  • Continuous Recording: Note every instance of behavior during a specified time.

  • Interval Recording: Monitor behavior occurrence within defined short intervals, using partial or whole-interval methods.

  • Momentary Time Sampling: Observing behavior only at specific time intervals, allowing for multi-person tracking.

Observational Accuracy

  • Potential errors in observations include ambiguously defined behaviors or challenging observational settings.

  • Inter-observer Reliability (IOR): Refers to agreement in ratings among different observers, ensuring consistency in evaluations.

Direct Assessment Methods

  • Direct Assessment: Observing behaviors enables accurate data collection.

    • Advantages: More precise than indirect methods.

    • Disadvantages: Time-intensive, requires trained observers, and cannot assess covert behaviors.

Reflective Practice

Importance of Reflective Practice

  • Essential for professional growth, reflective practice helps educators clarify values and develop new knowledge.

  • Allows for thoughtful consideration of actions and experiences to enhance practices.

Structured Reflective Models

  • Gibb's Reflective Learning Cycle: Encourages systematic evaluation of experiences.

  • Brookfield's Four Lenses: Provides multiple perspectives (self, colleagues, students, literature) for a comprehensive reflection.

Summary and Final Thoughts

  • Evaluation decisions involve a complex mix of theoretical, philosophical, and ethical considerations.

  • Practitioners must account for various elements:

    • Curriculum approaches and assessment processes,

    • Environment design and organization,

    • Intervention documentation methods,

    • Collaboration with families and staff, and

    • Continuous professional learning and reflective practices.