Assessment Ideas in Adaptations and Management

An organizational tool for the materials covered in Chapter 12 of Mastropieri for class.

Get Started. It's Free
or sign up with your email address
Rocket clouds
Assessment Ideas in Adaptations and Management by Mind Map: Assessment Ideas in Adaptations and Management

1. Report Card Considerations

1.1. Use IEP goals to determine grade

1.1.1. has student made adequate progress toward meeting the IEP goals

1.2. Use Pass-fail system

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

1.4. make no grading modifications

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

1.5. establish a formal contract with the student

1.6. Nestablish progress as improvement over last yearew node

1.7. double-standards approach

2. Types of Adaptations

2.1. Modify Tests

2.1.1. Reduce the answer choices

2.1.2. Increase the font size and/or white space

2.1.3. Read the test to the student

2.1.4. Create a quiet space

2.1.5. change the response format

2.1.5.1. UDL test ideas

2.1.5.1.1. options for physical response

2.1.5.1.2. options for medium of communication

2.1.5.1.3. supports for performance

2.1.5.2. authentic assessment as alternative expression of knowledge

2.1.5.2.1. student draws picture

2.1.5.2.2. student demonstrates process

2.1.5.2.3. student performs skill

2.1.6. change to a smaller room

2.1.7. allow student to use a word bank

2.1.8. allow verbal vs. written responses

2.1.9. Simplify wording of questions

2.1.10. Individually administer

2.1.11. Increase motivation

2.1.12. Break test into sections and give at different times.

2.2. Test Taking Strategies to Teach

2.2.1. General Strategies

2.2.1.1. Study/Review Sessions

2.2.1.2. Personal Advice from experiences....

2.2.1.3. General Preperation

2.2.1.3.1. academic preparation

2.2.1.3.2. positive attitude

2.2.1.3.3. control/reduce anxiety

2.2.1.3.4. Physical Preparation

2.2.1.4. SNOW

2.2.1.4.1. study the question

2.2.1.4.2. note important points

2.2.1.4.3. organize the information

2.2.1.4.4. write directly to the point of the question

2.2.2. Standardized Test Strategies

2.2.2.1. Answer Sheets

2.2.2.1.1. Have students practice filling in "bubbles" for standardized tests.

2.2.2.2. Elimination Strategies

2.2.2.2.1. Have students

2.2.2.3. Guess When Appropriate

2.2.2.4. Use Time Wisely

2.2.2.5. Subtest Strategies

2.2.2.5.1. Reading Comprehension

2.2.2.5.2. Science and Social Studies

2.2.2.5.3. Math

2.2.2.6. Teacher-Made tests

2.2.2.6.1. Objective tests

2.2.2.6.2. Written tests

2.2.3. Memory Devices

2.2.3.1. Visual Aids

2.2.3.2. Mnemonics

2.2.3.3. Flash Cards

2.2.4. Sentence completion and short answer tests

2.2.4.1. Encourage students to give at a minimun, part of an answer

2.2.5. Other

2.2.5.1. ANSWER

2.2.5.2. PIRATES

2.2.5.3. SCORER

3. Notes

3.1. Note-taking strategies

3.1.1. Mapping

3.1.2. Outlines

3.1.3. Listen for key words

3.1.4. Double Entry Journal

3.1.5. use the review, read, relate strategy

3.1.6. Use non-linguistic representation (pictures/symbols)

3.1.7. use abbreviations

3.2. Adaptations for Notes

3.2.1. Give Copies of power point or presentation

3.2.2. Have another student help take notes

3.2.2.1. use peer assistant take notes for visually impaired students

3.2.2.1.1. New node

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

3.2.4. Record lectures, so students can listen again later and fill in missing information

3.2.4.1. voice thread

3.2.4.2. podcast

3.2.4.3. mp3s

3.3. Teach note-taking skills and strategies

3.3.1. Be prepared

3.3.1.1. New node

3.3.2. Note-taking Tools

3.3.2.1. Paper and Pencil

3.3.2.1.1. Cornell Notes

3.3.2.2. Computer

3.3.2.2.1. use text prediction software to type notes

3.3.2.3. Tape Recorder/Digital Recorder

3.3.2.4. Cell phones and PDA's

3.3.2.5. use text to voice instrument for visually impaired students

3.3.2.5.1. New node

3.3.3. Teach how to write short summaries

3.3.4. Ask questions for clarification

3.3.5. Teach abbreviations to reduce the amount of writing

3.3.6. Don't erase, just cross out

3.3.6.1. New node

3.3.7. be consistent across grades/classes: use a similar style

3.3.8. use combination of lecture, collaborative activities and discussions, and hands-on activities

3.3.8.1. New node

3.3.9. teach students to organize notebook to make notes accessible

3.4. Teaching to the Notes

3.4.1. Call Attention

3.4.2. Outlines

3.4.3. Use verbal cues: First big idea, remember, second reason...

3.4.3.1. Remember the 20 seconds of non-verbal communication;establish routine to state the first point

4. Assessments

4.1. Curriculum-Based Tests

4.2. Curriculum-Based Measurement

4.2.1. use frequent tests to measure skills

4.2.1.1. New node

4.3. Performance Assessment

4.3.1. Curriculum based

4.4. Portfolio Assement

4.4.1. Work collected over time

4.5. Standardized

4.5.1. Norm-Referenced Tests

4.5.1.1. Adaptations

4.5.1.1.1. Request modification for college entrance exams

4.5.1.1.2. Make sure students know the examiner

4.5.1.1.3. Teach test taking skills

4.5.1.1.4. Increase Motivation

4.5.1.2. Score reported as percentile

4.5.2. Criterion-Referenced Tests

4.5.2.1. Adaptations

4.5.2.1.1. typewritten instead of handwritten

4.5.2.1.2. Space sufficiently

4.5.2.1.3. Provide space to respondon the test

4.5.2.1.4. Items in predictable hierarchy

4.5.2.1.5. more tests - fewer items

4.5.2.1.6. adjust reading level

4.5.2.1.7. write out true/false

4.5.2.1.8. 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.

4.5.2.2. Score: achieved/not achieved at grade level

4.6. Summative

4.6.1. Given at end of unit/term

4.6.2. Given to measure achievement during unit/term

4.6.3. Often formally graded, high-stakes

4.7. Formative

4.7.1. Given frequently

4.7.2. Given to guide instructional decisions

4.7.3. Ungraded or low-stakes

5. Qualities of Good Assessments

5.1. Reliability

5.1.1. Is test consistent in measuring achievement?

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

5.2. Validity

5.2.1. Does test measure what it is designed to measure?

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

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

6. Universal Design For Learning

6.1. Expression

6.1.1. Physical Action

6.1.1.1. New node

6.2. Engagement

6.3. Increase Choices for Students

6.4. reduce distractions

6.5. Representation

6.6. Universal Design Learning

6.6.1. Perception

7. Writing Papers

7.1. use notes from lesson outline

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

7.2.1. allow students to do a creative project instead of a paper

7.2.1.1. allow students to present their ideas via a discussion

7.3. teach specific steps in the paper-writing process