Understanding and using assessment | ESE 610 Assessment & Evaluation of Students with Mild to Moderate Disabilities | Ashford University

Helping families understand how to interpret the assessments that are used to discover students’ learning profiles is a key function of your job.  There are many technical terms associated with testing and assessment that can seem incomprehensible, intimidating, and unfriendly to parents and others who do not have training in this field.  In addition, the reasons you choose and use particular assessments must be transparent to families.  For example, you will need to be able to explain why the assessments you have chosen are culturally and linguistically fair for the student who is being assessed and evaluated.  This includes both formal and informal assessments, but is particularly important when choosing standardized assessments.  In other words, you must be able to justify why your method of assessment is both valid and reliable, given the cultural and linguistic background of the student you are assessing.

Using support from the required readings, the Instructor Guidance, the supplemental information derived from the discussions, and information from the scenario below, create a three-page handout for Manuel’s parents to help them understand the assessments that you will be using to assess Manuel.  Include information describing why the assessments you chose are designed to be culturally and linguistically fair.

Scenario: Manuel’s records have finally arrived at the school.  Included are his past attendance records, prior teacher reports and referrals,  medical history from the nurse’s office,  prior academic achievement, and standardized state and district test scores.  It seems that Manuel was also struggling academically at his past school, especially in classes that require heavy reading and writing, such as English and Social Studies, and you learn that he had a reading tutor from first through fourth grade.  You also notice that he seems to have done consistently better in his Math classes there as well.  You and Mr. Franklin have already spoken to his other teachers and his parents regarding your concerns and everyone, including Manuel’s parents, agrees that something needs to be done.  His mother is concerned that being labeled as “Learning Disabled” will cause him embarrassment while, his father, who is an engineer, feels that his son’s talents are not being fully expressed. 

They go on to explain that although Manuel is fluent in English, prior to moving to his new school, their community was predominately Hispanic and Spanish-speaking and he is bilingual in both English and Spanish.  They have heard that the assessments you will use to evaluate his ability will not take this potential language and culture barrier into account. 

You decide to create a document for Manuel’s parents to help them understand the difference between informal and formal assessments, how using both types of assessment is known to mitigate bias, the purposes, merits and limitations of standardized assessments, and the how the statistical results from assessments are used in the planning and development of an IEP.

Content Expectations:
Using MS Word, create a three-page handout for Manuel’s parents with the following information:

• The definition of informal and formal assessments.
• At least three examples of each type of assessment (informal and formal).
• A summary evaluation of research supporting the use of both informal and formal assessments as one way to reduce the likelihood of bias in assessments.
• A description of the research that explains the purposes, merits, and limitations of standardized assessments.
• An explanation of how the statistical concepts and terms provided with assessment results are used to inform the planning and development of an Individualized Education Program (IEP). The statistical concepts and terms you must include in this section are: mean, median, mode, frequency distributions, standard deviation, validity, reliability, and the normal curve.

Written Expectations:

• Syntax and Mechanics:  Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
• Organization:  Use the above listed guidelines for explicit sections/headings within your paper.
• Paragraphs:  Include a separate subheading and paragraph for each required element in the narrative.
• Source Requirement:  Reference at least 3 scholarly sources including the course text in order to provide compelling evidence to support your ideas.
• Page Requirement:  3 pages (750 words) not including the title and references pages.
• Additional Page Requirement:  Your submission must include a title and reference page.
• APA format:  All in text citations, page format and references must be written in APA 6th edition format.

TEXT:(hit the link)

 Pierangelo, R., & Giuliani, G. A. (2012). Assessment in special education: A practical approach. Boston: Pearson. 

ARTICLES: (hit the links )

Admin. (June, 2011). Reflective teaching: Exploring our own classroom practice (Links to an external site.). TeachingEnglish. Retrieved from https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice

Parent Center Hub. (2013, December 28). Disproportionality and overrepresentation (Links to an external site.) [PDF file]. Retrieved from http://www.parentcenterhub.org/wp-content/uploads/repo_items/legacy/5-trainerguide.pdf

Pierangelo, R., & Giulani, G. (July, 2010). Components of a comprehensive assessment (Links to an external site.). Retrieved from http://www.education.com/reference/article/component-comprehensive-assessment/

United States Department of Defense. (n.d.). Guidelines for student support teams (Links to an external site.) [PDF file]. Retrieved from http://www.dodea.edu/Curriculum/specialEduc/upload/DoDEA_SST.pdf

Yettick, R. H. (n.d.). Hobson v. Hanson (Links to an external site.). Retrieved from http://educational-law.org/333-hobson-v-hansen.html