This piece of evidence is a ER-1 performance report and Emotional Behavior Disorder (EBD) Checklist. The artifact was created based on the character Sam from the movie Benny and Joon (1993) and a general education student, of my choice, administered the Woodcock Johnson-Iv. Tests administered include the Woodcock Johnson-IV, Scales for Assessing Emotional Disturbance-2nd Edition, and the Social Skills Improvement System. The ER-1 performance artifact was written and adapted to meet the assignment requirements for my Individual Assessment course (Education 356). The assignment criteria required that my student be eligible for EBD and based on the scores of the Woodcock Johnson-IV, I had to determine if my students was also eligible for a Specific …show more content…
The artifact displays that I have the capability to “use multiple types of assessment processes to support, verify, and document learning” of a student 6(t). This is seen in the multiple testing formats utilized, as well as in the informal data presented in the artifact. Additionally, this piece of evidence displays that I, as a teacher, can “analyze assessment data to understand patterns and gaps in …[the]… learning” of a student 6(l). For example, this artifact includes several assessments types that allowed me to determine the special education eligibility of my student. Within the ER-1 performance report, my student was eligible for both EBD and SLD. Finally, the artifact displays that I can “effectively use multiple and appropriate types of assessment data to identify each student’s learning needs” 6(g). In the process of creating the artifact I was exposed to practice on how to administer the Woodcock Johnson-Iv. Tests administered include the Woodcock Johnson-IV, Scales for Assessing Emotional Disturbance-2nd Edition, and the Social Skills Improvement System. Based on these assessments administered, as well as informal data, I had to determine the needs of my …show more content…
Through creating this artifact, I saw firsthand how assessment was essential in good teaching. It is essential because it allows instruction to be centered around a student’s needs and strengths. Additionally, standard 6, Assessment, is important to my career as an elementary school teacher, because I will have a various number of students in my classroom who are referred and/or being referred for special education. It is important that I understand the referral process and how my assessment data impacts the decision of the Individual Education Program (IEP)
The BASC-2 is multidimensional because it measures numerous aspects of behavior and personality. It is designed to ease the process of diagnosing and educational classification of a variety of emotional and behavioral disorders in children. It can also be used to aid in the design of a treatment plan. The BASC-2 gives one a triangulated view of a child’s behavior. First, by examining the child’s behavior in multiple settings like home and school. Second, examining the child’s view of one’s self. Third, by providing useful information when making educational classifications or clinical diagnosis.
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Darrell Sabers and Amy Olson reviewed the Wide Rage Achievement Test 4th edition (WRAT-4) in the Mental Measurements Yearbook eighteen edition. In their review Sabers and Olson mentioned differences and similarities between the WRAT-4 and the previous three editions of the WRAT. The WRAT was created to assess “basic academic skills necessary for effective learning, communication and thinking” in addition it evaluates people age 5 to 94 years old that have learning, behavioral, and vocational struggles. The test is separated into four subtests which measure reading, spelling, math computation, and sentence computation. The sentence comprehension subtest is recently added to the WRAT-4 due to previous criticism about the reading subtest, which did not include any reading, but otherwise no extreme changes have been made to the other subtests. The WRAT-4 also offers the choice of combining the word reading and sentence comprehension standard scores to obtain a reading composite score. While the WRAT-4 itself is easy to understand and gives clear directions for administration, the reviewers advise against administering the test as a group, the exception being the second halves of the spelling and math computation subtests but only if it is given in groups smaller than five. The test manual is large and contains information on how to score conversion appendages. Sabers and Olson suggest creating a smaller manual with only the necessary information to administer the test to make it more convenient. Standard score come with confidence intervals and percentile ranks based on age and grade. The reviewers recommend adding confidence intervals around the percentile ranks since they are easily interpreted and widely used. The reviewers prop...
Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
The Beck Depression Inventory measures depression criteria as evidenced in the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (Flanagan & Henington, 2005). The Beck Anxiety Inventory assesses childhood fears related to health and school (Flanagan & Henington, 2005). The Beck Anger Inventory appraises the individual’s opinion of mistreatment, negative thoughts, and physiological arousal (Flanagan & Henington, 2005). The Beck Disruptive Behavior Inventory measures behaviors and attitudes related to oppositional and defiant behavior (Flanagan & Henington, 2005). This is consistently seen in youth diagnosed with Oppositional Defiant Disorder and Conduct Disorder. Lastly, the Beck Self-Concept Inventory assesses feelings of self-worth and competence (Flanagan & Henington, 2005).
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
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...
Assessments should be free of cultural, ethnic and gender stereotypes; fair in content and age appropriate; tap into knowledge and skills that all students have had enough time to master. Achievement tests determine a student’s depth of knowledge and proficiency in the subject. A fair assessment helps the learner and the educator to grow and embrace learning
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
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
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.