Module 3: Assessment Matrix
Valencia K. Gorman
Grand Canyon University: SPE 536
April 8, 2012
Module 3: Assessment Matrix
Assessments are a vital tool that educators use to determine empirical strengthens and weaknesses of a student’s academic and behavioral ability to function. These assessments assist educators to plan and implement effective instruction that can facilitate deeper and higher student learning. It also helps educators to plan according to their students’ need and strengths on the academic content standard. The instruction is tailored upon their assessment results. There are varied forms of assessments that cater to the specific disability need of the student. As educators we have to fully understand the assessment process so we can reiterate the information about the student’s functioning ability to parents, educators, administrators, and other school personnel. Based on the information provide a plan will be devised to the type of services the child will receive. The type of assessment that is given will provide pertinent data that will guide the educator in providing effective lessons to assist in positive and progressive growth of the student. On a daily basis educators are utilizing assessments to assist in identifying what a student knows and does not know. It also helps educators in reteaching a skill, making accommodation, modifying a lesson to a level that a child will comprehend it better. Educators have to have knowledge of many types of assessment like informal, formal, summative, formative, criterion, and norm-referenced assessment. As a teacher become familiar with assessment they will be used in determining if a student requires further testing to identify a disability. In the field of Special Education assessment are used for the identification of a variety of disabilities with various age ranges. A special education teacher will need to have knowledge of what assessment will identify the disability, score reading, and the vailidity and reliability of the assessment that will be used. Types of Assessments Matrix
|Assessment Type |Characteristics |Reliability and |Scoring |Value and Limitations | | | |Validity | | | |Kaufman Assessment Battery|A standardized assessment tests |The KABC-II has a reliability |The scoring scales on the KABC each|It provides educational | |for Children |that assesses academic and |coefficient for core and supplementary|have a mean score of 100 and a |planning and placement based | | |cognitive development. |subtests demonstrate its reliability. |standard deviation of 15. |the mean or average score of | | |The ages range from 2 years to 12. |The median reliability for the 3-6 age|As with most measures of IQ, a |100 and a standard deviation of| | |It comprises of four components: |band is .85 (range .69-.92) and .87 |score of 100 is in the normal or |15. | | |Sequential Processing scale |(range .74-.93) for 7-18. |average range. |A score of 100 is in the | | |Simultaneous Processing scale |Retest reliabilities of the scale |A score of 85 is one standard |average range. | | |Achievement scale |score ranged from 0.72 to 0.94 where |deviation below the norm score of | | | |Mental processing composite |retest stability increasing with age. |100....