EIP SUBGROUP—EIP SUBGROUP—ASSESSMENT ASSESSMENT

Tony D’Angelo

Ruth Kirsch

Regina Oliver

AssessmentAssessment

“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salivia & Ysseldyke (2001)

Assessment within Problem Assessment within Problem Solving—EIP Solving—EIP

Question Driven

Functional

Curriculum Based

Are we Linking Assessment and Are we Linking Assessment and Instruction?Instruction?

Assessment

Instruction

Assessment Instruction

Or

Are we Considering Academic Are we Considering Academic and Behavior?and Behavior?

Academic

Behavior

Academic Behavior

Or

7 Characteristics of Functional 7 Characteristics of Functional AssessmentAssessment

Relevant AssessmentDirect AssessmentMultidimensional AssessmentFormative AssessmentFrequent, Repeated AssessmentIndividually Focused AssessmentTechnically Adequate Assessment

Heartland AEA 11

What is Functional What is Functional Assessment?Assessment?

Relevant to the identified problem—not a global screening or a comprehensive battery.

Addresses only the specific, applicable area of concern.

Is direct—does not call for assessment where an individual would have to imply or assume a relationship between the assessment and identified area of concern.

Functional Assessment Cont.Functional Assessment Cont.

Multidimensional—multiple sources, multiple settings, multiple methods.

Helps formulate high probability intervention activities.

Repeatable measures to allow for frequent progress monitoring.

Individually focused—no standard batteries.

Functional Assessment Cont.Functional Assessment Cont.

Drawn from actual curriculum and directly related to an identified problem.

Within context of behavior it is also to determine function of behavior (I.e. to escape/avoid, gain attention from adult or peer, gain access to something tangible/access to a preferred activity or self stimulatory).

Purposes of AssessmentPurposes of Assessment

ScreeningProblem Validation Problem Definition/Identification/AnalysisInstructional Decision-Making/PlanningMonitoring Progress and Plan Effectiveness

When you Think AssessmentWhen you Think Assessment

What is the question that needs to be answered?

What information do you intend to obtain from your assessment?

What will you do to get the information?How will you use the information you got?

Assessment TechniquesAssessment Techniques(least intrusive to most intrusive) (least intrusive to most intrusive)

Review Records

Interview

Observe

Test

RIOT

Domains of Influence within Domains of Influence within Problem SolvingProblem Solving

What is being taught

How we teach what isbeing taught

Context where learning is to occur

Characteristics intrinsic to the individual in relation to the concern

SETTING

DEMANDS

Instruction

Curriculum

Environment

Learner

Assessment MatrixAssessment MatrixDOMAINS R (Review) I (Interview) O (Observe) T (Test)

I

Instruction

Permanent products e.g., written pieces, tests, worksheets, projects

Teachers (about their use of effective teaching practices, e.g. checklists)

Effective teaching practicesTeacher expectationsAntecedents, conditions, consequences

C

Curriculum

Permanent products e.g. books, worksheets, materials, curriculum guides, scope & sequencesDistrict Standards

TeachersRelevant LEA personnel (regarding philosophy, district implementation & expectations

Readability of texts

E

Environment

School Rules Relevant LEA personnelParentsBeh. Mgt. Plans

Interaction patternsEnvironmental analysis

L

Learner

District, cum., health recordsError analysis of perm. Products

Relevant LEA personnelParentsStudents

Target behaviorsDimensions and nature of the problem

Student performanceThe discrepancy btw setting demands and student performance

Adapted from Heartland AEA 11

Converging DataConverging Data

Decision

TestDiagnostic testsClassroom TestsNorms

ReviewStudent recordsSchool HandbookWork samples

ObservationSetting analysisAnecdotalSystematic

InterviewStudentParentTeacher

Next StepsNext Steps

Continue to develop bibliographyFurther define differences between CBA,

CBE and CBMDefine various assessments within CBARecommend separate subgroup on ESL

issues within assessment