Assessment of Language Children and Language By Christina Sisco University of Tulsa.
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Transcript of Assessment of Language Children and Language By Christina Sisco University of Tulsa.
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Assessment of Language
Children and LanguageBy Christina SiscoUniversity of Tulsa
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Critical Issues in Assessment• Why do we test children?
• Who should conduct evaluations?
• When should evaluations take place?
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Testing ChildrenThe Most Important Reason for Testing Is to Determine:
• What the child knows
• How the child knows it
• What we need to teach the child
• How we need to teach it
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Conducting Evaluations Different People Are Given the Responsibility of Evaluation at Different Times in Different Places:
The Key Players in Assessment are:
• Children who are assessed• Teachers who assess• Audiences for assessment
information ( administrators and parents)
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Conducting Evaluations (Cont’d)• Teachers, primary assessors• From there specific test givers are
brought in for standardized tests• BEST OPTION: SLP (speech/language pathology) with a background in deaf
education and who is skilled in ASL
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Conducting Evaluations (Cont’d)General option:Team of specialists: diagnostics &
evaluation team *Do in-depth, diagnostic testing on
students referred both from within the school and outside of the school in the case where local school system lacks expertise
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Conducting Evaluations (Cont’d)
Parents, Paraprofessional, and Teachers* generally consulted for parts of the evaluation process
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Time of Evaluations
• Anytime
• Initially after referrals for screening purposes (enforced by IDEA)
• Student moves to a new school system or classroom
• Notice a lag in skills or in a certain area
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Developing Language
• Hearing and Hearing Impaired Children Develop Language the Same Way
* Phonology * Morphology * Syntax
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Authentic Assessments*Informal Procedures or Observations**Portfolio Assessment -uses observational evidence or products
completed by the student over time
*Rubric Assessment -uses a set of criteria to evaluate the quality of
a skill of one individual
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Standardized Assessments*Formal Procedures and Tests*
* Rhode Island Test of Language Structures
* Grammatical Analysis of Elicited Language Sets
*Test grammar, vocabulary, pragmatics, etc.*
BIGGEST PROBLEM IS NORMS, MAINLY BASED ON HEARING CHILDREN !!!!
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Assessment Definition*Always Performed on a Continuum Beginning with Informal and then Leading to Formal Testing*• The process of observing, recording,
and otherwise documenting the work children do and how they do it, as a basis for a variety of educational decisions that affect the child