Assessments and Educational Interventions for Students with LD

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Assessments and Educational Interventions for Students with LD Assessments are used to facilitate learning through collecting data. A complete assessment involves several elements. It attempts to answer the question of why a student is not learning or not producing in the instructional environment. Assessment also attempts to determine levels of functioning in areas that may be impacting student’s performance negatively. The purpose of the assessments is to provide all parties involved with the information necessary for individualized instruction (Assessment –for Parents, 1999). The most common reasons are referral, screening, identification, instructional planning, and student progress. IDEA has mandated multidimensional …show more content…

Criterion-referenced assessments determine whether the student has learned specific skills and is used identify what skills to teach. Informational evaluation strategies focus on how to teach by questioning students abilities and learning styles. Curriculum- based assessments measures student progress over time and is the most useful for instructional planning. Another form of assessments is the authentic, which measures different types of students work (projects, etc) done in class. Although several types of assessment are used to supply a complete picture of the student, assessments do have advantages and disadvantages. Some disadvantages of norm-reference tests are cultural bias, focus on test preparation and content, and scores do not translate easily into teaching plans, placement or programs. Advantages to the assessment are teachers and school districts are held accountable and they provide immediate feedback. Criterion based assessments has been shown that students perform and achieve better academically than do students whose teachers do not use curriculum-based assessment (Drew & Hardman, 2004). Assessment must be used in conjunction with each other to maximize student achievement. “Translating assessment information into sound educational planning is easier said than done” (Smith, 2004). Few methods work with most students. According to Smith (2003), matching student and curriculum

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