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The importance of assessment in education
The importance of assessment in education
The importance of assessment in education
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The first school I was worked in Saudi Arabia was a small village far from the city more than an hour and a half. I was general classroom teacher for only four students in the first grade . One of my students did not respond for any oral or written tests. After the first week, I decide to tell the school principal about her poor performance in the classroom comparing to her peers. The principal asked the supervisor at the city education department who suggested that parents should take their girl to the education health center in the city because no specialist available to visit remote school. The principal told her mother that she should take her to diagnose her problem in city. Her mother came to school after few days and she asked for her daughter file because she has learning disability and she will study in special school. Students require precise tests to be classified as students with disabilities or learning difficulties which is called assessment. Assessment is defined as “ the process of gathering information about a student’s abilities or behaviour for the purpose of making decisions about the student” (Elliott, Braden, & White, 2001,p.12). it is used to decide if students with special needs are eligible for special education services and, if eligible, to decide what are these services (Reschly, 1996; Browder, 1991). This essay will briefly discuss the key aspects of assessment, the purposes of assessment for students with disabilities, and the assessment adaptation.
Miller, Linn, and Gronlund (2009) pointed out the general principles of the assessment process. The first principle is the specification of what is to be assessed and of what are the intended goals to be achieved, before the selection of assessment pro...
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...ation for Students with Disabilities , 6 (1), 40-53.
Salvia, J., Ysseldyke, J. E., & Bolt, S. (2007). Assessment in Special and Inclusive Education (10th ed.). Boston: Houghton Mifflin Company.
Spinelli, C. G. (2002). Classroom Assessment for Students with Special Needs in Inclusive Education. New Jersey Colombus, Ohio: Merrill Prentice Hall.
Taylor, C. S., & Nolen, S. B. (2005). Classrom Assessment supporting Teaching and Learning in Real Classrooms. NewJersey: Pearson.
Venn, J. J. (2006). Assessing Students with Special Needs (4th ed.). New Jersy: Pearson.
Westwood, P. (1995). Effective Teaching: Paper Presented at the North West Region Inaugural Special Education Conference Prioritries, Partnerships (and Pulm Puddings). Armidle.
Ysseldyke, J. E., & Salvia, J. (1988). Assessment in Special and Remedial Education (4th ed.). Boston: Houghton Mifflin Company.
Stiggins, R. J. (2006, November/December). Assessment for learning: A key to motivation and achievement. Edge, 2, 3-19.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Smith, T. (2012). Teaching students with special needs in inclusive settings. 1st ed. New Delhi, India: PHI Learning Private Ltd.
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
First educational diagnosticians select what test to administer depending on the area the student is having difficulty in, interpret assessment data, and the diagnosis of learning disability. Secondly, educational diagnosticians determine what students receive interventions and in what area the students requires interventions and suggestions of instructional strategies to use to improve student achievement in the areas of deficit (Chappell, Stephens, Kinnison, Pettigrew, 2009). Third, educational diagnosticians ensure that students with disabilities have access to the different educational programs available to the maximum extent possible. Fourth educational diagnosticians use conflict resolution skills when collaborating with different stakeholders and help provide instructional strategies for special education teachers and general education teachers (Sutton, Montani, Frawley, & McElroy, 2014). Finally, educational diagnosticians are experts in the referral process for special education, assessment, and bridging assessment data to instructional strategies. The educational diagnostician encounter many challenges when selecting program services for student with disabilities. Important to realize the assessment process
The students with this type of disability exhibits hyperactivity, fine and gross motor coordination, low self-concept, and language delays (Friend & Bursuck, 2006). The type of assessment accommodations commonly prescribed for students with a speech or language impairment are allowing to substitute oral exams with written exams, providing a vocabulary list, allowing the use of calculator, private location for testing, modify the length of the test, substitute oral project presentations with written presentations, and allowing extra time for assessments. According to Friend and Bursuck (2006), one critical element in testing students with disabilities is ensuring that the test results reflect their knowledge and skills, not their
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
This article talked about the actual evaluation process of special education and how students are assessed to be put into these programs.
Weigert, S. C. (2012). Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A decade of work toward optimal access for US students with disabilities 2001–2011. International Journal Of Disability, Development & Education, 59(1), 21-36. doi:10.1080/1034912X.2012.654935
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a