Chapter 11 – Evaluating Student Learning
How can accommodations be made for students with special needs when giving classroom tests?
· Accommodations before the test
o Study guide
o Practice test
o Individual tutoring
o Teaching test-taking skills
o Modified test construction
· Accommodations during the test
o Alternative forms of questions
o Alternative ways of administering tests
· Accommodations after the test
o Changed letter or number grades
o Changed grading criteria
o Alternatives to letter and number grades
How can accommodations in report-card grading be made for students with special needs?
· Grading practices that benefit all students
o Differentiated report cards – report cards that have individualized provisions for students to clarify the meaning of their grades
o Changes to letter an number grades clarify report-card grades by supplementing them with other ways of evaluating and reporting student progress, such as written or verbal comments
o Daily activity logs – daily observations of students
o Report student progress more frequently
· Using individualized grading with students with disabilities
o Basing all or part of the grade on progress on IEP objectives
o Basing all or part of the grade on performance on prioritized content and assignments
o Emphasizing learning strategies and effort in a balanced grading system
o Basing part of the grade on improvement over past performance
o Modifying grading weights and scales
How can performance-based assessment benefit students with special needs?
· Performance-based assessment – provides students with opportunities to demonstrate their mastery of a skill or concept through performance of a task
· Authentic learning tasks – tasks that are presented within real-world contexts and lead to real-world outcomes
· Use performance-based tests in conjunction with other classroom-based and standardized tests
How can portfolio assessment benefit students with special needs?
· Portfolio assessment – a method of evaluation in which a purposeful collection of student work is used to determine student effort, progress, and achievement in one or more areas
· Typically contains the observable evidence or products of performance assessment such as anecdotal records, interviews, work samples, and scored samples such as curriculum-based assessment probes
Outside Resources | |
Study Guides and Strategies website | www.studygs.net |
National Center on Education Outcomes | www.education.umn.edu/nceo/OnlinePubs/Policy15.htm |
Quiz Center at Discovery School | http://school.discovery.com/quizcenter/quizcenter.html |
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