Special education assessment is an on-going, systematic process of gathering
educationally relevant information to make important decisions about the provision of
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special education services. The need for assessment information is present throughout
the entire process of special education service delivery. For example, in order to receive
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special education services, it must be determined if the student meets legal criteria for
eligibility of special education services. Once found eligible for special education, an
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appropriate program and placement must be identified for the student. Assessment
information is an integral part of making these types of decisions.
The assessment tools currently available include a variety of standardized tests
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and also informal procedures. Depending upon the stated purpose of the assessment,
some combinations of these techniques are used. In this textbook students with mild
disabilities are the focus, although both formal and informal procedures and strategies
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can be used with all students. A team of professionals implements the assessment
process with the special educator playing a central role.
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Educational assessment questions are used to structure the assessment
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process. That is, they guide the choice of assessment procedures and the ultimate use
of the information that is gathered.
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OUTLINE
C
I. Definition of Assessment
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A. Basic considerations
1. Special education assessment is an ongoing process
2. Special education assessment is systematic
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3. Special education assessment focuses on the collection of educationally
relevant information
4. Special education assessment is purposeful
5. Special education assessment extends beyond the school years
B. Assessment, testing, and diagnosis are not synonymous
1. Tests are one type of assessment technique
2. Assessment, in contrast to testing, is a much broader term
3. Diagnosis is a term borrowed from the medical profession
, II. Assessment Past and Present
A. Influences on educational assessment practices
1. In the 1900’s assessment techniques were developed in part through the
work of Binet and others
2. Controversy over the nature of intelligence
3. Work in other fields
a. Medicine
b. Anthropology
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c. Sociology
4. After World War II, services for individuals with disabilities were
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expanded
a. Individual tests developed
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b. Abuses of assessment
5. PL 94-142 and PL 108-446 (IDEA 2004)
B.
6.
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Trends within the fields of education and special education
Status of educational assessment today
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1. The challenge of appropriate procedures to assess culturally and
linguistically diverse students
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2. Assessing students across multiple environments
3. Assessment connected to academic standards
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4. Implementation of the No Child Left Behind Initiative
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III. Four Purposes of Assessment
A. Identification and referral
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1. Screening
2. Prereferral strategies
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B. Determination of eligibility
C. Program planning
D. Program implementation and evaluation
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