The appropriate assessment is crucial in developing a plan of action for special education students. “School personnel use assessment information to make decisions about what students have learned, what and where they should be taught, and the kinds of related services (for example, speech and language services, and psychological services) they need (Salvia, Ysseldyke, & Bolt, 2010).” A special education classroom can contain several different grade levels i.e.….3rd, 4th, and 5th grade. It can include multiple disabilities such as: autism, specific learning disability, speech and language, intellectual disability, as well as, orthopedic impairment, just to name a few of the thirteen qualifying categories of disability under the Individuals with Disabilities Educational Act (IDEA). Selecting the appropriate assessment can give teachers and other personnel the information needed to individualize a student’s educational program. Without the correct assessment, teachers and other personnel can lose precious academic time. “The following is a list of four important considerations in selecting a specific achievement test for the above stated population of students: content validity, stimulus-response modes, the standards used in the particular state, and relevant norms (Salvia, Ysseldyke, & Bolt, 2010).”
“Many multiple-skill tests have general content validity, which measures important concepts and skills that are generally part of most curricula (Salvia, Ysseldyke, & Bolt, 2010).” “This validity makes their content suitable for assessing general attainment (Salvia, Ysseldyke, & Bolt, 2010).” “General attainment refers to what individuals have learned as a result of both schooling and other life experiences (Salvia, Ysseldyke, & Bolt, 2010).” The above mentioned population of students would benefit from taking a test that measured their progress from school instruction. “Tests that do not match instruction lack content validity (Salvia,...
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