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Chapter 11:

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by

Jessica Frasca

on 10 July 2014

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Transcript of Chapter 11:

Meet Staci!
Back to Staci
Considering before, during, and after testing accommodations, what are some ways Ms. Steven's can help Staci?

Have you experienced or would you use any of these accommodations in your own classroom?


This chapter has three main components:

1. Identifying and describing accommodations for tests that can be made for students with special needs.

2. Describe ways to grade students with special needs (Ex. report cards)

3. Explain how performance based and portfolio based assessments can be used
for students with special needs
During Testing
Alternative forms of questions
The teacher changes the types of questions being asked. Examples include adding a word bank, using multiple choice instead of essay questions, or limiting the amount of one type of question on the test - tailored to best fit student's needs

Alternative ways of administering tests
Students may benefit from an alternative test site
Test may be read aloud
After Testing
Changing letter or number grades
Using rubrics or guidelines specific to that student created with the special education teacher, include written comments

Alternatives to letter grades
Pass/Fail grades
checklist of skill competencies

Changing grading criteria
Set a different amount of questions to grade, depending on student need
accepting partial credit
Chapter 11:
Evaluating Student Learning

Thank you!
Study Guides: created by the teacher, this tells students exactly what to study

Practice Test: clarifies test expectations, allows students to be better prepared

Individual Tutoring: before or after school

Teaching Test-taking Skills: "chunking" most important
information, choosing best multiple choice answers

Modified Test Construction: triple spacing, less complex wording, eliminate unnecessary information

Mnemonic devices: aids memory

rehearsal strategy: students ask themselves most important questions, practice answering them

keyword method: uses visualizations
Staci is a student in Ms. Steven's high school earth science class. She has a LD that causes her trouble reading and answering multiple choice questions. Based on her poor test scores, Ms. Steven's gave Staci a D for the marking period. She felt this was a fair grade because most of her peers scored much higher on her tests. Staci asked her parents why she would work so hard when she couldn't seem to get good grades anyway.

Jessica Frasca

SED 530
What are the issues here?
What should Ms. Steven's do?
Ms Steven's can do a number of things before, during, and after a test to help students with disabilities.


What does it look like?
What does it look like?
Before Testing
What does it look like?
Report Cards
Portfolio Assessments & Performance Based Assessments
Differentiated Report Cards
Report cards that have individualized provisions for students. Ex. supplementing grades with other ways to evaluate students such as portfolios, daily logs, and written comments.

Separate Grades
Grades are based on more than one single element, for example, student progress and effort level also play a role.

IEP Objectives
IEP progress is considered as the basis for their report card grade.

Individualized Grading
Grades are formed by changing the weights and scales of what is being graded.
Portfolio Assessments
Evaluating students based on a collection of student work. Portfolios may include interviews, work samples, and curriculum based assessments

Performance Based assessments
Offers students options for demonstrating their knowledge beyond traditional reading and writing methods
Authentic learning tasks with real world connection (Ex. Science experiment)
Full transcript