·      Curriculum-Based: what students should know or do.

o   1. Identify the content area and performance objectives.

o   2. Decided on the question and response format.

o   3. Write the test questions.

o   4. Develop scoring procedures.

o   5. Organize and interpret the information.

o   Curriculum-Based Measurement: assesses specific areas and used graphs to make instructional decisions and implement interventions.

·      Criterion-Referenced: provides information on student’s knowledge in one or more areas.

·      Probes: developed by teaches to provide a quick estimate of skill.

·      Teacher-Constructed: developed by teachers to assess knowledge in specific curriculum areas.

o   Examples of questions: Select response and constructed-response 

o   Disadvantages: scores do not always reflect what the student knows, a high chance of errors, rater drift (changing criteria as grading), personal bias

·      Student Self-Reports: student shows what they know and can do.

·      Standardized: strictly follow administration, scoring and interpretation procedures.

·      Performance-Based/Authentic: students construct, demonstrate, or perform tasks that provide evidence of knowledge, skills, and behaviors.

o   Benchmarks: examples of tasks from other students.

o   Task Assessment List: shows component of performance and rates quality of each.

o   Disadvantage: takes a lot of class time and provides a limited opportunity for students to demonstrate what they know, and halo effect (teacher feels that student is capable and scores high, when they really are not.)

·      Portfolio: collection of student work assembled over time.

o   Can include: artifacts(student-product), evidences of work and progress, associated with school’s curricular standards, explanation of why artifact was chosen, use of rubrics, requirements discussed in IEP meeting

·      District and Statewide: measures progress in academic areas and can determine if student can move to the next grade level, receive diploma, or go to summer school.

o   IEP team determines how the student will participate in assessment

o   Accommodations must be given and technologies can be used if documented.

o   If test is too challenging, the test can be modified.

o   Teachers must prepare students for assessment by examining assessment, encourage the student, and can teach them test taking strategies.

 

·      Error Analysis: technique used to look for pattern of errors.

·      Miscue analysis: used in reading, student may substitute a miscue for the actual word.

 

·      Validity: Is the test measuring what it is supposed to?

·      Reliability: Is there consistency in the measurements?

·      IDEA requirements must be followed, for example testing in the student’s native language.