Identification
Factors to Consider
Native Language and Literacy Skills
English Language and Literacy Skills
Cultural Factors
Test and School Performance
Family and Developmental History
Educational History
Nature of Previous Reading Instruction
Evaluation: Formal Assessments
Important Characteristics
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Assessment in native language and English language when necessary and where appropriate
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Reliable instruments and procedures validated for intended use
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Credit for correct responses in either language only when permitted by the standardization protocol
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Use of authentic and curriculum-based measures and procedures
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Measuring language proficiency and acculturative knowledge acquisition in both languages
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Adaptation of measures for qualitative evaluation, 3 describing patterns of strengths and needs; and
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Determination of eligibility by a team that includes an expert in educating CLD students
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Tests that systematically measure how well a student has mastered learning outcomes.
Types of Assessment for Identification of Special Education Students
Developmental Assessments
These are used for infants, toddlers, and preschoolers to collect data on specific areas. Some areas that may be tested are social, communication and language, cognitive, self-help, and both fine and gross motor skills. These assessments are used to prevent children who are experiencing delays from falling behind in any of the listed areas.
Screening Tests
These tests are given to find students who are falling behind from the average curve. Many of these tests can be completed quickly. The goal is to find potential issue areas and tackle them before they become a problem for students.
Individual Intelligence Tests
These are used to find student strengths and potential success areas. The tests are norm-referenced and based upon the average of student’s performance. Many of these tests result in the diagnosis of intellectual disabilities.
Individual Academic Achievement Tests
These tests are typically given by psychologists to find the exact problem area for a student, academically. Academic skills are measured in writing, reading, math, and specific school subjects. These helps to create an Individualized Education Plan (IEP) for students.
Adaptive Behavior Scales
This test is used to find the deficit in adaptive behavior a student with intellectual disabilities has. Assessors do not need to be trained to evaluate these students. Commercially produced adaptive behavior scales are used.
Behavior Rating Scales
These tests are used to find where a child has an issue with behavior. The behaviors of these students are put into a rating scale to tell how often the behavior occurs and to what extent each time.
Curriculum-Based Assessment
These tests are norm-referenced to find a student’s skill level in a particular area. Many teachers create these for students based on the specific content they are instructing. These are also used as a tool for Response to Intervention (RTI).
End-Of-Grade, End-Of-Course, and Alternate Assessments
These tests are used to take away the gap between high and low levels of achievement for students. The No Child Left Behind Act (NCLB) created these to make sure students across the board are learning what they need to know by a certain time in their educational progress.
Watch This Video and Review How to Help Students By...
Knowing Your Students
Use of Formative Practices
Assessing Daily
Transform Student Learning
This video is brought to you by the Wisconsin Department of Public Instruction (2016)