Scribd
Upload
210 views21 pages

Assessment of Mental Retardation

Assessment is used to evaluate students' abilities and guide instruction. It can involve simple observations or complex procedures like portfolios. Portfolios collect student work over time to demonstrate skills aligned to standards. Narrative reports document observations of student behavior and performance in an ABC format. Longitudinal studies observe the same group of people over many years to analyze long-term effects. Developmental assessments measure basic skills in young children. Teaching students with intellectual disabilities uses small, concrete steps with visual aids, hands-on activities, and immediate feedback.

Uploaded by

Ac Malonzo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
210 views21 pages

Assessment of Mental Retardation

Assessment is used to evaluate students' abilities and guide instruction. It can involve simple observations or complex procedures like portfolios. Portfolios collect student work over time to demonstrate skills aligned to standards. Narrative reports document observations of student behavior and performance in an ABC format. Longitudinal studies observe the same group of people over many years to analyze long-term effects. Developmental assessments measure basic skills in young children. Teaching students with intellectual disabilities uses small, concrete steps with visual aids, hands-on activities, and immediate feedback.

Uploaded by

Ac Malonzo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 21

ASSESSMEN

T
Discussant: Ms. Andrea Claire C. Malonzo

What is Assessment?

Assessment is an aid in determining students


ability levels in various academic areas and in
guiding them for their instruction.

It is an evaluation, and might consist of


anything from simple observations that a
teacher or aide jots down while a student
works on an assignment to complex, multistage procedures such as a group of teachers
assembling a large portfolio of student work.

ASSESSMEN
T TOOLS

OBSERVATIONAL PORTFOLIO
A collection of students work gathered to
demonstrate student performance on specific
skill and knowledge, generally linked to state
content standards.
A collection of students work gathered to
demonstrate student performance on specific
skills and knowledge, generally linked to state
content standards.

OBSERVATIONAL PORTFOLIO

Portfolio contents are individualized, and may


include wide ranging samples of student learning,
including but not limited to actual student work,
observations recorded by multiple persons on
multiple occasions, test results, record reviews,
or even video or audio records of student
performance.

OBSERVATIONAL PORTFOLIO

1. Working Portfolio. Teacher, student, and parents all


contribute to the portfolio. Both works in progress and final
product pieces are included.

2. Showcase Portfolio. The portfolio houses only the student's


best work generally does not include works in progress. The
student manages the portfolio and decides what to place in it.

3. Record Keeping or Teacher Portfolio. The portfolio houses


student test papers and work samples and is maintained by the
teacher. It contains work that the student did not select for
inclusion in the showcase portfolio. Batzle (1992)

NARRATIVE
REPORT/ANECDOTAL RECORDS

An Anecdote is a narrative told from the point of view


of an observer. Anecdotal evidence is considered
unreliable and is seldom acceptable as a means to
validate an educational method or technique. Still,
anecdotal evidence can be helpful when assessing a
student, especially a student with behavioral issues. A
starting point for a behavioral intervention is
anecdotes, especially anecdotes collected by several
different observers.

NARRATIVE
REPORT/ANECDOTAL RECORDS

Sometimes those anecdotes are written in an ABC


form, or Antecedent, Behavior, Consequence, a way in
which the function of the behavior can often be
identified. By observing the events or setting of the
behavior being observed, by describing the behavior
and figuring out the consequence, or benefit the
student receives.

LONGITUDINAL STUDY

A longitudinal study is observational research performed


over a period of years or even decades.

Longitudinal studies allow social scientists and economists


to study long-term effects in a human population.

A cohort study is a subset of the longitudinal study


because it observes the effect on a specific group of
people over time. Quite often, a longitudinal study is an
extended case study, observing individuals over long
periods, and is a purely qualitative undertaking.

LONGITUDINAL STUDY

Special Education Elementary Longitudinal Study


(SEELS)

From 2000 to 2006, SEELS collected data at three points


in time through school staff, direct assessments, and
parent interviews to provide information about the
experience of students with disabilities. SEELS
documented the school experiences of a national sample
of students as they moved from elementary to middle
school and from middle to high school.

DEVELOPMENT
AL
ASSESSMENT
TOOL

DEVELOPMENTAL
ASSESSMENT TOOL

Developmental Assessment (conducted by an Early


Education Special Education Teacher) This test is
usually given to children five and under in place of an
educational assessment. It measures basic skills in young
children, such as early academic knowledge, adaptive
behavior, communication, and motor skills. (
http://schoolpsychologistfiles.com/spedtesting/)

DEVELOPMENTAL
ASSESSMENT TOOL

There are numerous developmental assessment scales.


Two that are often used are Developmental Indicators for
the Assessment of Learning (3rd ed.)(DIAL-3)(MardellCzudnowski & Goldenberg, 1998) and the Denver
Developmental Screening Test II (Frankenburg et al., 1990).

(
http://www.education.com/reference/article/types-tests-use
d-special-education
/)

FAMILIES OF
PERSONS
WITH MENTAL
RETARDATION

Challenges the Families face:

TEACHING
METHODS,
STRATEGIES,
AND TOOLS

Individuals with intellectual disabilities (ID,


formerly mental retardation) benefit from the
same teaching strategies used to teach people
with other learning challenges. This includes
learning disabilities, attention
deficit/hyperactivity disorder, and autism.

TEACHING TIPS

1. Break down learning tasks into small steps to


avoid overwhelming the student. Once complete
mastery is achieved, the next step is introduced.

2. Modify the teaching approach. Most of the


students are kinesthetic learners so its best if
you provide hands-on instructions where
information is concrete and observed.

TEACHING TIPS

3. They learn best with visual aids. This may include charts,
pictures, and graphs. in learning environments where visual
aids are used. This might include charts, pictures, and
graphs. These visual tools are also useful for helping
students to understand what behaviors are expected of
them. For instance, using charts to map students' progress
is very effective. Charts can also be used as a means of
providing positive reinforcement for appropriate, on-task
behavior.

4. Provide direct and immediate feedback. This enables


them to make a connection between their behavior and the
teachers response.

THANK YOU

You might also like