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Assessment Ideas in Adaptations and Management by Mind Map: Assessment Ideas in Adaptations
and Management
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Assessment Ideas in Adaptations and Management

You can explain why you did what you did here, or give a page number, or explain how it is important etc..

Report Card Considerations

This is a place to consider what impact assessment has on the report card and how, if at all, practices may differ for exceptional learners.  

Use IEP goals to determine grade

has student made adequate progress toward meeting the IEP goals

Use Pass-fail system

use a standard that effort, patience, attitude and progress weigh more heavily

Include some notation that the standard was different, either by a note on a reports card or record the grade in a differnt way-cirlcing the letter awarded.

make no grading modifications

or, make accommodations in grading with an asterisk of some sort

establish a formal contract with the student

Nestablish progress as improvement over last yearew node

double-standards approach

Types of Adaptations

Modify Tests

Reduce the answer choices

Increase the font size and/or white space

Read the test to the student

Create a quiet space

change the response format, UDL test ideas, options for physical response, pen/pencil, mouse, switch, keyboard, hands, fingers, voice, options for medium of communication, writing, speaking, drawing, manipulatives/props, web/multimedia/video, art/music, supports for performance, word prediction software, spellchecker, speech-to-text software, calculators, word bank/words on sentence strips, concept mapping tools, authentic assessment as alternative expression of knowledge, student draws picture, student demonstrates process, student performs skill

change to a smaller room

allow student to use a word bank

allow verbal vs. written responses

Simplify wording of questions

Individually administer

Increase motivation

Break test into sections and give at different times.

Test Taking Strategies to Teach

General Strategies, Study/Review Sessions, Personal Advice from experiences...., General Preperation, academic preparation, positive attitude, control/reduce anxiety, Physical Preparation, eating well, keeping hydrated, enough sleep/rest, SNOW, study the question, note important points, organize the information, write directly to the point of the question

Standardized Test Strategies, Answer Sheets, Have students practice filling in "bubbles" for standardized tests., Read to Individuals with IEP, Expression, Physical Action, New node, Elimination Strategies, Have students, Guess When Appropriate, Use Time Wisely, Subtest Strategies, Reading Comprehension, teach students to practice saying words aloud to ensure a correct answer, Science and Social Studies, Math, Math Concepts, Math Problem Solving, Math Computation, Teacher-Made tests, Objective tests, Written tests, sentence completion, Performance tests, Essay Tests

Memory Devices, Visual Aids, Mnemonics, Flash Cards

Sentence completion and short answer tests, Encourage students to give at a minimun, part of an answer

Other, ANSWER, PIRATES, SCORER

Notes

Note-taking strategies

Mapping

Outlines

Listen for key words

Double Entry Journal

use the review, read, relate strategy

Use non-linguistic representation (pictures/symbols)

use abbreviations

Adaptations for Notes

Give Copies of power point or presentation

Have another student help take notes, use peer assistant take notes for visually impaired students, New node

Give fill in the blank notes-so they are still active in the process

Record lectures, so students can listen again later and fill in missing information, voice thread, podcast, mp3s

Teach note-taking skills and strategies

Be prepared, New node

Note-taking Tools, Paper and Pencil, Cornell Notes, Computer, use text prediction software to type notes, Tape Recorder/Digital Recorder, Cell phones and PDA's, use text to voice instrument for visually impaired students, New node

Teach how to write short summaries

Ask questions for clarification

Teach abbreviations to reduce the amount of writing

Don't erase, just cross out, New node

be consistent across grades/classes: use a similar style

use combination of lecture, collaborative activities and discussions, and hands-on activities, New node

teach students to organize notebook to make notes accessible

Teaching to the Notes

How to lecture or provide direct instruction that is note-taking friendly.

Call Attention

Outlines

Use verbal cues: First big idea, remember, second reason..., Remember the 20 seconds of non-verbal communication;establish routine to state the first point

Assessments

Curriculum-Based Tests

Any evaluation that relates to the school curriculum.  Examples would include spelling tests, chapter quiz or test, etc.  (Mastropieri & Scruggs, 271) 

Curriculum-Based Measurement

Curriculum-Based Measurment is normally formative.  It is an assessment that is repeated freequently to see if improvement is being made.  In elementary school many times there will be timed reading or math tests and progress is recorded over time.  (Mastropieri & Scruggs, 271) 

use frequent tests to measure skills, New node

Performance Assessment

Performance Assessments apply or construct what they have learned in a real life situation.  An example would be rather than taking a quiz on looking up, finding, and checking out a library book, the student would actually go and do those steps.  In a Spanish class a performance assessment could be ordering in Spanish at a local Spanish restaurant. (Mastropieri & Scruggs, 271) 

Curriculum based

Portfolio Assement

Portfolios collect assessments over a period of time.  Some example of items that would go in a portfolio would be writting samples, videos or recordings, projects, etc.  Portfolios allow for multiple ways for students to show comprehension and also document progress over time.  (Mastropieri & Scruggs, 271) 

Work collected over time

Standardized

Norm-Referenced Tests, Adaptations, Request modification for college entrance exams, altering timing or schedule of test, extending time limits, Small group or individual testing room, Make sure students know the examiner, Teach test taking skills, Increase Motivation, Set Goals, Praise student's efforts, promote self esteem, Make atmosphere fun, Score reported as percentile

Criterion-Referenced Tests, Adaptations, typewritten instead of handwritten, Space sufficiently, Provide space to respondon the test, Items in predictable hierarchy, more tests - fewer items, adjust reading level, write out true/false, provide different manner of responding to test questions for those students whose disability will not permit them to amswer on paper or on computer:i.e.,visaully impaired., New node, Score: achieved/not achieved at grade level

Summative

Given at end of unit/term

Given to measure achievement during unit/term

Often formally graded, high-stakes

Formative

Given frequently

Given to guide instructional decisions

Ungraded or low-stakes

Qualities of Good Assessments

Reliability

Is test consistent in measuring achievement?

Test doesn't give low scores one year because of poorly designed questions

Validity

Does test measure what it is designed to measure?

Test doesn't actually measure a student's cultural knowledge rather than reading comprehension

test has a good spread of questions that cover the key points of the material

Universal Design For Learning

Expression

Physical Action, New node

Engagement

Increase Choices for Students

reduce distractions

Representation

Universal Design Learning

Universal Design For Learning Four Attributes Include

Perception

Writing Papers

use notes from lesson outline

allow students to use alternative manners of presenting papers, for those individuals with disabilities who will not be able to write or type papers.

allow students to do a creative project instead of a paper, allow students to present their ideas via a discussion

teach specific steps in the paper-writing process