Assessment Across Specialist Areas

This artefact compares assessment tools used across the 7 specialist areas of the Specialist Teaching Program. It is based on information shared by students on the program through the forum thread Domain 6 goal to have a discussion with specialists in different areas, set up by Hayley Pemberton on 3rd September 2013. From when the thread was set, up until 29th September 2013, 157 postings have been made covering all the specialist areas on the program. This resource has provided a wealth of information, discussion and clarification to inform this comparison. The method used for comparing the assessment tools involved creating a table listing all the tools mentioned in the forum and noting which specialist areas these were used in. The tools are classified into diagnostic, literacy, numeracy, behaviour and social, and others.

RTLBEIASDCENGiftedDeafVisionDiagnosticLexia (Primary/Secondary)

Lucid COPS (Cognitive Assessment Primary)

Lucid LASS (Cognitive Assessment Secondary)

McAlpine Scales : identification of Special Abilities

SPELD

WISC IV

Gough-Kastler- Roper Phonemic Awareness Test

Aston Index ( 5-14 yrs) screening/diagnosis language difficulties

B4 School hearing and vision tests

Dyslexia Screening

Tony Attwood- Australian Scale for Aspergers Syndrome

Functional Vision Assessment

TAPS- auditory screening tool

LiteracyRunning Records/ PM Bench Marks

Probe

Star

asTTle

Burt

PAT

ESL Literacy Program For Writing

Van Asch: Reading and Writing

Schonell

Peters

South Australian Spelling

JOST- Junior Oral Language Screening Test

Peabody- Developmental Motor Scales (Oral Language 0-5 Years)

Peabody Picture Vocabulary Test

EVT: Expressive Vocabulary Test

Bracken Basic Concept Scale ( Oral Language 2-8 years)

Phonological Assessment ( Gail Gillon or Yolanda Soryl)

Sight Word Knowledge

Pseudo Word Test ( Joy Allcock)

6 Year Net Observation Survey

Hilton Reading

Much More Than Words: Speech/ Language

Reading Eggs

Articulation Test

Language Processing Test

Overall Teacher Judgements Literacy (OTJs)

MathematicsNUMPA ( Primary)

PAT ( primary and secondary)

GLOSS

JAM

I-CAN

Consumer Maths

Mathletics

Overall Teacher Judgements Maths (OTJs)

Behaviour/SocialWEISS- functional Impairment Rating Scale

ADHD- Fraces Steinberg

Kari Dunn Buron A 5 could make me lose control ( anxiety)

ABC: Antecedent, Behaviour, Consequences records of behaviour

TIES: The Instructional Environmental System

FBA: Functional Behavioural Assessment

Connors Behaviour Checklist

ABAS: Adaptive Behaviour Assessment Systems

ABA: Applied behavioural Analysis

Sociogram

Tracking Sheets

Interactive Drawing

Self-Monitoring Plans ( Older Children)

Steven Covey: Circle of Influence

Piers-Harris: Child Self-Concept Scale (7-18yrs)

Work Potential Assessment

Self-Esteem Assessment

Bounce Back : assessment for circle time

OthersExisting School Records and Assessments

Teachers Notes/Data

Work Samples

National Curriculum Exemplars

Observations

Parent/teacher interview or surveys

Student Interviews or surveys

Narrative Assessment

CRSSAC Expanded Curriculum Frameworks ( Literacy and Numeracy)

P-Levels 9 (UK below level 1 of the curriculum)

Portfolios

Checklists

Anecdotal information

Ecological assessments

Holistic Assessments

Te Kotahitanga observation cycle sheet

Te Wahariki

Te Whare Tapa Wha

IEPs

IQ Test

Ravens Matrices ( Alternative to standard IQ test)

SCERTS assessment

Carolina Curriculum ( Pre-Schoolers with special needs)

St Gabriels Curriculum ( Hearing Impaired)

AEPS: The Assessment, Evaluation and Programming System

Floor Time

Interest Inventory

Oregon Project ( hearing and vision)

Technology Assessment

Learning Media Assessment (LMA)

Ages and stages

ECO-Maps ( graphic representation of family)

Adaptive Daily Living

Orientation and Mobility Assessment

Auditory Memory Test

Daniel Ling 6 Sound Test

Specialist Assessments(SLT, Auditory, Vision)

Analysis The following points of interest were noted from the table:RTLBs used the widest range of tools reflecting the diverse range of learning needs they deal with in their role. The majority of forum responses were from RTLBs which may have also increased the range of tools mentioned.In the learning areas of Numeracy and Literacy standardised, summative tools such as Running Records and NUMPA were used across the widest number of specialist areas. This may be a reflection of the number of children with diverse needs now in mainstream classrooms and being assessed using the same tools as their peers.In the General category IEPs and Narrative Assessments were used by the largest number of specialist areas, reflecting the effectiveness of these tools across a range of diverse learning needs.Informal assessment methods of questionnaires, interviews, discussions, observations and surveys were in common use by many specialist areas.Hearing and vision specialists tended to use more assessment tools specific to these particular disabilities.Diagnostic tools also tended to be more focused on the specific need of the learner.

ConclusionThis forum has reinforced the value of collaboration cross different specialist areas. The enormous number of assessment tools available means that no one person can know of, or be familiar with, every tool. Consultation with specialists from other areas will help ensure access to, and guidance about, the most appropriate tool for the needs of an individual child. To not share knowledge of assessment with other specialists could mean denying the child an opportunity that could open up a new and highly appropriate learning pathway.The work in this domain has introduced me to the CRSSAC Expanded Curriculum Frameworks (Literacy and Numeracy) which I will now be using with one of our children with global needs next term. I also want to explore further the use of Reading Eggs and FBA as tools for assessment that would be relevant to my classroom. Without the knowledge shared between specialists on this forum it would have taken me much longer to come across these tools.

ReferencesA good visual featuring 6 assessment types. (n.d.). Retrieved September 2013, from Educational Technology and Mobile Learning: http://www.educatorstechnology.com/2013/07/a-good-visual-featuring-6-assessment.htmlAnderson, M. (2010). Should I Just Decide Where I Think They Are At? Exploring The Literacy And Numeracy Assessment Landscape Of Deaf And Hearing-Impaired Students In New Zealand . Retrieved from http://ir.canterbury.ac.nz/bitstream/10092/4912/1/thesis_fulltext.pdfDomain 6 goal to have a discussion with specialists in different areas. (n.d.). (University of Canterbury; Massey University;) Retrieved September 2013, from Inclusive Education and Research: http://specialistteaching.net.nz/mod/forum/discuss.php?d=8721Ecomaps. (n.d.). Using play and the creative arts to. Social Care Institute for Excellence. Retrieved Septemeber 2013, from http://www.scie.org.uk/assets/elearning/communicationskills/cs08/resource/assets/pdfs/Ecomap_guidance.pdfNZCER. (n.d.). Teacher Observation Scales. Retrieved September 2013, from NZCER: http://www.nzcer.org.nz/pts/teacher-observation-scalesThe Carolina Curriculum for Young Children. (n.d.). Retrieved September 2013, from Therapro: http://www.therapro.com/The-Carolina-Curriculum-for-Young-Children-C307993.aspx