The Assessment Maze: Making Decisions About Alternative Assessments for Students With Disabilities

Daniels, Vera I.

doi:10.1080/10459889909604994

Cited by 4 publications

(5 citation statements)

References 14 publications

(19 reference statements)

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“…They felt that when standardized tests were used alone, they often failed to tap skills that children actually did have in their repertoire. Using only standardized assessments of early language and literacy seemed to limit the teachers' abilities to interact with young children meaningfully and effectively for the purpose of developing their literacyrelated skills and understandings (Daniels, 1999).…”

Section: Building the Bridgementioning

confidence: 99%

“…The teachers also did not feel that standardized assessments would reflect the children's progress or inform their daily practices as much as needed. To the Bridge builders, authentic assessment meant an approach that would provide information about what children can do in settings where they are most comfortable (Boyd-Batstone, 2004;Daniels, 1999;Neisworth & Bagnato, 2004) and as a way to "capture real-life competencies in everyday settings and document even small improvements in developmental skills" (Bagnato, 2005, p. 18).…”

Section: Building the Bridgementioning

confidence: 99%

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The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities

Pierce

Summer

O'deKirk

2009

Young Exceptional Children

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_Brown Bear, Brown Bear, what do you see?_ chant the 3- and 4-year-olds gathered for the emergent reading story time. It is Wednesday and the book has been read at least once each day this week. Today, the children confidently joined in on the repetitive phrase. Mary, a 4-year-old with autism, did not verbally participate when the other children chimed in, even when cued by the teacher's pause and inviting gaze. Mary instead bobbed her head in time with the repetitive phrase, a response captured by Helen, a classroom assistant. Helen has sticky labels for notes and pen in hand to observe and record emergent literacy advances of all the children. Later that day, during the children's rest time, Helen and Roberta reviewed the day's notes and events to better shape their plans for the next day. Helen asked Roberta, the classroom teacher, _Did you see Mary as you read today? Mary was bobbing her head in rhythm with the repetitive line from Brown Bear, Brown Bear! I was not sure at first she really was doing it, but I watched each time the line was chanted by the children, and she really was bobbing in rhythm._ _That would be a nice step forward in her phonological awareness,_ said Roberta. _Helen, tomorrow sit with Mary and when we read Brown Bear again, gently take her hands in yours and pat them on her legs in rhythm with the repeated line. Let's try that the next several times we read the book and see what happens. Also, pay attention during circle time when we greet the children by clapping the syllables in their names. See if Mary is bobbing with the syllables as the other children clap. Maybe she's been showing us in her way that she hears the rhythms in language. Let's get her literacy portfolio and make sure we document this!_ Roberta retrieved Mary's literacy portfolio, turned to the section on phonological-phonemic awareness and placed Helen's note in the file: _Mary bobbed her head in rhythm each time that the repetitive phrase `Brown Bear, Brown Bear, what do you see?' was read during circle time, 3/23/07._ _You know, Helen, according to the Bridge Rating Scale, the next skill Mary should exhibit will be naming or identifying sounds in the environment._ Roberta thought about Mary's limited language and realized she will probably not be naming sounds very soon. Roberta suggested to Helen, _Let's make a very small, four-picture sound lotto game using her picture board and get Joey to play with her tomorrow. I've noticed Joey playing side by side with Mary at the sand table. Maybe, with our support, they would play an abbreviated listening game together._ Roberta added, _Mary's mom will be so pleased to hear about what you saw today. Make sure we pass on some suggestions for using repeated lines and listening games for home too, since Mary might be ready for plenty of sound and rhythm play._ _Maybe we could make a sound lotto board for Mary to use with home sounds too,_ suggested Helen.

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Section: Building the Bridgementioning

confidence: 99%

Section: Building the Bridgementioning

confidence: 99%

The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities

Pierce

Summer

O'deKirk

2009

Young Exceptional Children

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“…Again in 2002, Kleinert et al reported that some teachers were concerned about -the amount of time required to complete alternate assessment [s];‖ a percentage of teachers sampled claimed that -completing portfolios for students with severe disabilities took time away from teaching‖ (p. 40). Daniels (1999) concurred, -a major drawback of portfolio assessment is the issue of teacher time. Teachers must restructure their time to…develop record-keeping systems that are time-efficient and meaning-ful‖ (p. 172).…”

mentioning

confidence: 99%

Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-consuming?

Thompson

Baumgartner²

2008

eei

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In the inclusive/special education literature, practitioners often claim that using portfolios is excessively time-intensive, while other researchers lay claim to posi-tive possibilities for students with disabilities/exceptionalities, such as increased self-esteem, internal locus of control, choice-making, and active participation in learning. To explore both the time-consuming charge and the positive possibilities associated with portfolio use, we conducted a case study with students with dis-abilities/exceptionalities and some labelled at-risk in the second author’s elementary classroom. Data sources included a research journal, general class-room observations, and structured student interviews. We found that the teacher identified more examples of positive outcomes than did her students and that im-plementing portfolios can indeed be a protracted process. We theorize about these findings and offer some concluding suggestions to mitigate labour intensity to bet-ter support students with disabilities/exceptionalities.

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“…Alternate forms of assessment and evaluation evolved as edueators expressed dissatisfaction with traditional assessment praetiees (Daniels, 1999). The advantages of alternate forms of assessment over traditional, commercial, norm-referenced, and standardized tests are that teachers obtain a more accurate or representative description of a student's strengths, weaknesses, and needs.…”

Section: Development and Use O F Curriculum-based Measurementmentioning

confidence: 99%

“…In response to the negative attitudes towards standardized testing, educators have developed alternative methods of evaluation (Daniels, 1999). These alternate assessments include Curriculum-Based Assessment (CBA) and CBM.…”

Section: Curriculum-based Measurementmentioning

confidence: 99%

Gender and relative-age differences in math fluency using curriculum-based measurement.

Foulds¹

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The Assessment Maze: Making Decisions About Alternative Assessments for Students With Disabilities

Cited by 4 publications

References 14 publications

The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities

The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities

Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-consuming?

Gender and relative-age differences in math fluency using curriculum-based measurement.

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