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Determine whether students have attained learning standards

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They are criterion referenced, meaning they are based on a benchmark performance rating, rather than relatively scaled against peers.

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They are federally or state-mandated, but administered by general education teachers.

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1-2 times per year

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Effective monitoring of student progress leading up to these tests can be rigorous - frequent assessments are needed to measure progress. Approaches may differ classroom to classroom, causing variability.

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Designed to measure what has been retained from curriculum

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They are norm referenced, meaning performance is compared relative to peers or grade level averages.

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General education teachers as required by the state

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1-2 times per year

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These require accommodations for students with disabilities. Accommodations are not identical across classrooms and schools, and semester progress may differ between schools and instructors. As such, there is significant variability in conditions that should inform how one analyzes the significance of these scores.

It can also be biased against students from diverse backgrounds.

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Used to determine whether a student has intellectual or learning disabilities and can clarify why students are struggling to learn

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They are written by school psychologists and come with implications for instruction. They are specific to students with (or suspected of having) a disability.

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School psychologists (generally)

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Always administered at the beginning of an evaluation, then reevaluated every 3 years. Additionally, one would occur anytime there is a change in placement or classification.

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School psychologists have high caseloads. It can be difficult for them to see the same student multiple times within a 3-year cycle. Adjustments are not easily made.

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For students with disabilities who qualify for testing modifications in the form of an alternate assessment altogether (1% of students with disabilities qualify)

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These are specifically tailored to the IEPs of qualifying students, and they can be collected in non-traditional ways, like a portfolio, checklist of skills, or 1-on-1 assessment.

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Special Education teacher

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in conjunction with federal or state-mandated standardized testing (so likely 1-2 times a year) for qualifying students

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The task of correlating high stakes or standardized requirements to the specificity of an IEP can be difficult for the teacher.

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Quick and easy measure of basic skill areas