Running head: HISTORY OF SPECIAL EDUCATION ASSESSMENT: REFLECTIVE
History of Special Education Assessment: Reflective Journal 1 Dana Hyland
Grand Canyon University
June 27, 2012
David Perkins once said, “Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It’s assessment designed squarely to feed into the learning process and make the learning stronger” (Perkins, 2009, p. 83). I believe this quote fits in well with the week at hand. We discussed the types of assessments, the need, and the results. I have mixed emotions when it comes to testing, but definitely see the need for it to be done.
Formal assessments are standardized tests, state tests, and LEA tests. These tests are given across the board for a grade level to determine where a student is based upon their grade. Informal assessments can be anecdotal notes and teacher created tests given to only the class. Both forms provide knowledge for the teacher to know where a specific student is at academic wise. Both are needed to give a broad aspect on the student since they provide different details. When it comes to assessing students with a disability, it is a whole different ballpark. There are five different reasons for assessing students: Screening and Identification, Eligibility and Diagnosis, IEP Development and Placement, Instructional Planning, and Evaluation. Through this screening, disabilities are determined (or not) and an IEP is created to help the student learn to the best of their ability (Pierangelo & Guiliani, 2008, p. 4-5). As a teacher, I know that both types of assessments are both needed, however, sometimes I feel that informal are a better way to look at a student. Some students have testing anxiety or some have trouble bubbling. Informal testing is a way to see where a student actually is, based on their own level. I find it unfair to throw a...
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