Cirriculum-based assessment: an approach to assessment that utilizes classroom tasks as the basic for assessment.
Diagnostic assessment: assessment procedures that give in-depth information about a specific skill area.
Ecological assessment: examines the child's behavior in the context of environmental demands and expectations.
Formal assessment: published instruments that utilize a standard set of procedures to gather information to be used for assessment; can include tests, observation forms, rating scales, and so on.
Informal assessments: measures developed by teachers and other practitioners to directly evaluate the hills of children with whom they are working with.
Norm referenced: norm-referenced tests compare an individual's performance t0 that of comparison population.
Reliability: the consistency with which the instrument measures the target skill.
Response to intervention: assessment of students' responses to scientifically based instruction for the purpose of making decisions about students' needs.
Screening: as assessment procedure that is brief and easy to administer to a large number of individuals.
Validity: the extent to which the instrument measures what it purports to measure.
Concepts:
Purposes if assessment of language is identification of children that may have a language learning disability, to evaluate students to see if a language learning disability is present, intervention assessment to determine if a student needs an additional instructional program, and functional outcomes to document the results of intervention.
Students should be assessed on phonology, morphology, syntax, semantics, pragmatics, and bases of language. Bases of language includes social, cognitive, and physiological bases of language.
Assessment measures can be either formal or informal. Formal procedures would be tests that can be evaluated and graded. Informal procedures can be done through language sampling. Language samples may have many problems including problems with picking a topic to talk about, problems maintaing conversation, and problems with register.
A plan of language should include testing of hearing, examination of child's mouth and features inside of it, assessment of cognitive functioning, observation of child's language in school, language sample, and formal tests of language.
Notes:
While reading this chapter I realized how important language and communication is in the classroom. Using many means of assessment are very important in deciding if a student has a language learning disability. I didn't realize that diagnosing a student with this disability takes so much time and different assessments.
Websites:
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
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