“the process of observing learning; describing, collecting, recording, scoring, and interpreting information about a student’s or one’s own learning” (k12.hi.us)
“involves selecting and measuring objectives from the curriculum that will be taught to hte learner” (Hall, 2009. P.32)
“provide teachers with a systematic way to evaluate how well students are progressing in a particular instructional program” (eduplace.com)
“may be drawn from typical classroom activities such as assignments, journals, essays, reports, literature discussion groups, or reading logs…[it can be] difficult to show student progress using actual work, [so] keeping notes or checklists to record their observations from student-teacher conferences or informal classroom interactions” (eduplace.com)
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“test of the ability to apply knowledge in a real-life setting” (k12.hi.us)
“Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity” (k12.hi.us)
“alternatives to traditional, standardized, norm- or criterion-referenced traditional paper and pencil testing… might require students to answer an open-ended question, work out a solution to a problem, perform a demonstration of a skill, or in some way produce work rather than select an answer from choices on a sheet of paper” (k12.hi.us)
“an ongoing [assessment] basis so that engagement in activities is confirmed and changes to intervention or program activities can be made if progress is too slow” (Wolery, 2004; Hall, 2009. P.35).
“Occur when the outcomes from a specific program are assessed to determine whether or not they are effectively addressing stated program objectives” (Hall, 2009. P. 35)
“the proportion of children identified at risk who actually have the disability” (Hall, 2009. P. 22)
“accurately reflects the learning it was designed to measure” (k12.hi.us)
“descriptive words or phrases that indicate performance levels. Qualities of a performance are described” (k12.hi.us)
“a brief assessment aimed at identifying those infants/children who may be at risk for developmental delays due to differences as compared with standard expectations for children of the same age range and cultural background” (Losardo & Notari-Sverson, 2001; Hall, 2009. P. 22)
Adolescent and Adult Psychoeducational Profile
“Designed for the purpose of developing individualized treatment goals for adolescents and adults over age 12 with autism spectrum disroders..comprised of a direct observation scale and two interviews that include a home scale and school/work scale. Each scale is complrised of six functional areas; functional communication, leisure skills, vocational skills, vocational behavior, interpersonal behavior, and independent functioning” (Mesibov et al., 1988; Hall, 2009. P. 30).
Functional Emotional Assessment Scale
The research scales are comprised of a series of recording sheets organized by the child’s age (7 months through 4 years), where the caregiver scores teh child’s behavior on a scale of (not at all or very brief) to 2 (consistently present or observed many times). The categories scored are based on the authors’ use of six functional developmental levels: (1) self regulation and interest in the world; (2) forming relationships, attachment and engagement; (3) two-way, purposeful communication; (4) behavioral organization, problem solving, and internalization; (5) representational capacity (elaboration); and (6) representational differentaion (Greenspan et al.; Hall, 2009).