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Introduction: Educators understand the importance of selecting the most reliable, valid, and non-discriminatory methods of assessment to accurately represent the abilities of individuals with exceptional learning needs.

  • Purpose: This assignment will provide practice evaluating assessment instruments.
  • Measurable goal: A minimum of 80% competency(8/10) meets criteria for Acceptable completion. Performance of 100% competency (10/10)meets criteria for Target goal.
  • Objectives: After completing the assessment critique, you shallbe able to perform these tasks and meet the specific CEC competencies:

o Critically discuss basic terminology used in assessment. (ICC8K1)

o Critically discuss specialized terminology used in the assessment of individuals with exceptional learning needs. (IGC8K1)

o Demonstrate the ability to select, adapt, and/or use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. (ICC4S3)

o Critically discuss the use and limitations of assessment instruments. (ICC8K4)

o Discuss procedures for early identification of young children who may be at risk for exceptional learning needs. (IGC8K4)

o Identify reliable methods of response of individuals who lack communication and performance abilities. (IGC8S4)

o Identify ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage. (ICC5K8)

o Identify ways specific cultures are negatively stereotyped.

o Critically discuss strategies used by diverse populations to cope with a legacy of former and continuing racism. (ICC5K10)

o Critically discuss barriers to accessibility and acceptance of individuals with exceptional learning needs. (ICC5K2)

  • Role, Audience, and Setting: Your role is to provide special education or related services as a member of a school improvement team tasked with determining assessment instruments that are appropriate for your diverse student population (preK – 12). Select one testing instrument, preferably the one you will be using for your Assessment Project, from the list below to critique and discuss. Your role asa writer is to critically discuss the purposes, uses, benefits, and limitations of the selected instrument. In your critique,address each of the specific components described in the scoring rubric. Literature search resourcessuggested include accessing ODU Libraries electronic journals, such as Assessment for Effective Intervention, or databases such as Tests in Print or Mental Measurements Yearbook.

o Key Math Diagnostic Assessment

o Peabody Individual Achievement Test

o Woodcock Reading Mastery Test

o Woodcock-Johnson Tests of Achievement

o Peabody Picture Vocabulary Test

  • Directions:Complete a critique of one assessment instrument. Include APA formatted references for information sourcesused in the critique.
  • Your critique will address five areas or components (see rubric attached): a) provide a correctly formatted APA reference forthe test instrument, b) provide a complete and accurate discussion of the intended assessment audience, including age, grade, race, ethnic and/or cultural background, socioeconomic background, geographic location, and learning disabilities, c) explain the purpose(s) of the test, listing and accurately explaining what each subtest measures, and d) discuss the administration and scoring procedures, including a description of the testing format, basal and ceiling rules along with types of scores the test results provide, and the scoring method (e.g., manual or computer scoring), and e) critically discuss the overall strengths, limitations, validity and reliability of the assessment tool