级本科学生毕业论文(设计)成绩报

1、Assessing Studentswith Special NeedsOutlineFundamentals Assessing Young ChildrenInformal Classroom AssessmentFormal AssessmentResourcesjohnvenn Dedicated to assisting teachers with student assessment.Download This PresentationClassroom Assessment Resource Guide for TeachersCompare and ContrastInform

2、al AssessmentFlexibleDynamicIndividualizedContinuousProcess-BasedProgress MeasuringFormal AssessmentStructuredStaticStandardizedEpisodicProduct-BasedKnowledge Testing Assessing Young ChildrenDevelopmental AssessmentDefinitionCharacteristicsAssessing Young ChildrenQuestions Teachers Ask What is norma

3、l development?Is the child following the normal pattern?If not, why not?What do we do about it?Assessing Young Children Principles of Developmental AssessmentLower skills precede higher skillsMaturationTeachable momentsSkipping developmental stagesPlay is a childs workAssessing Young ChildrenUsing D

4、evelopmental Scales (Checklists of Skills)Learning Accomplishment Profile (LAP)Fine Motor Writing SkillsDev AgeDescriptionPrePost36Copies Circle48Copies Cross54Copies Square54Copies simple words (cat)60 Copies Triangle72Copies Diamond72Copies letters b, d, p, g“One test of the correctness of an educ

5、ational procedure is the happiness of the child. Maria Montessori (Italian Physician and Educator. 1870-1952)Informal Classroom AssessmentChecklists and ChartsCurriculum-Based MeasurementPortfolio AssessmentInformal Classroom AssessmentDefinition A variety of flexible, non-standardized procedures fo

6、r measuring student performance, achievement and progress.Informal Assessment Procedures As teachers we use informal assessment every day in our classrooms when weObserve student behaviorFind an error pattern in a student paperInterview a studentGrade student homeworkGive a teacher-made testUse chec

7、klists to measure progressInformal AssessmentHas many different namesTeacher-made testingClassroom-based assessmentCurriculum-based assessmentCurriculum-based measurementAuthentic assessmentInformal AssessmentProvides a direct link between assessment and teaching.Informal AssessmentEfficient (fast a

8、nd easy)Effective (precise)Informal AssessmentTime RequirementsReliabilityValidityIn PreparationLowHigh HighIn ClassLowIn AnalysisLowInformal AssessmentTime RequirementsReliabilityValidityIn PreparationHighHigh HighIn ClassHighIn AnalysisHighMy Favorite Informal AssessmentsIn my teaching I use many

9、different kinds of checklists as informal measures of student behavior, achievement, performance, progress, and growth.Checklists of Reading SkillsOral ReadingObservations Comments1231. Reads expressively2. Reads clearly (pronunciation)3. Reads at an appropriate rate 4. Reads for meaning5. Observes

10、punctuation6. Not easily frustrated7. Attempts unfamiliar words8. Uses morphological skills9. Uses context clues10. Displays good comprehension11. Other notable behaviors (specify)Diagnostic Checklist of Oral ReadingStudent _Teacher _Grade Level of Passage _Date _Silent ReadingObservationsComments12

11、31. Points to individual words 2. Runs a finger under each line 3. Runs a finger down the page 4. Whispers words 5. Says words aloud 6. Moves head while reading 7. Holds book too close 8. Holds book too far away9. Reads too slowly10. Reads too quickly11. Other notable behaviors (specify)Diagnostic C

12、hecklist of Silent ReadingStudent _Teacher _Grade Level of Passage _Date _Reading ComprehensionObservationsComments1231. Answers factual questions about the passage 2. Classifies, categorizes, & summarizes the passage 3. Makes inferences & predictions based on the passage 4. Answers valuative questi

13、ons about the passage 5. Critically analyzes the passage 6. Other notable behaviors (specify)Diagnostic Checklist of Reading ComprehensionStudent _Teacher _Grade Level of Passage _Date _How to Make a ChecklistChecklist of ADHD BehaviorsChecklist of Autism Spectrum Disorders ADHD SymptomsSymptoms of

14、InattentionSymptoms of Hyperactivity Fidgets with hands or feet or squirms in seat Leaves seat in classroom in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is on the go or acts as if driven by a motor Talks too much Sympt

15、oms of Impulsivity Blurts out answers before questions have been completed Has difficulty waiting his or her turn Interrupts or intrudes on others (such as butting into conversations) Symptoms of Hyperactivity BehaviorYesNoFidgets with hands or feet or squirms in seat Leaves seat in classroom in sit

16、uations in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is on the go or acts as if driven by a motor Talks too much Symptoms of Hyperactivity BehaviorNeverSometimesOftenVery OftenFidgets with hands or feet or squirms in s

17、eat Leaves seat in classroom in situations in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is on the go or acts as if driven by a motor Talks too much Symptoms of Hyperactivity BehaviorObserv1Observ2Observ3Observ4Fidgets

18、with hands or feet or squirms in seat Leaves seat in classroom in situations in which remaining seated is expected Runs about or climbs too much in inappropriate situations Has difficulty playing quietly Is on the go or acts as if driven by a motor Talks too much Autism Spectrum DisordersImpaired ab

19、ility to make friends with peersImpaired ability to initiate or sustain a conversation with othersAbsence or impairment of imaginative and social playStereotyped, repetitive, or unusual use of languageRestricted patterns of interest (abnormal in intensity or focus)Preoccupation with certain objects

20、or subjectsInflexible adherence to specific routines or ritualsTeacherParentAssistant Impaired ability to make friends with peersImpaired ability to initiate or sustain a conversation with othersAbsence or impairment of imaginative and social playStereotyped, repetitive, or unusual use of languageRe

21、stricted patterns of interest (abnormal in intensity or focus)Preoccupation with certain objects or subjectsInflexible adherence to specific routines or ritualsChecklists for Students with Severe DisabilitiesUsing Task Analysis Use checklists (rubrics) to make grading complicated assignments easy. I

22、nformal Assessment Curriculum-Based MeasurementWhat is CBM A method we use as teachers to find out how well our students are progressing in basic academic areas such as math, reading, writing, and spelling.How does CBM work? When CBM is used, each child is tested briefly each week or so. The “tests

23、generally last from 1 to 5 minutes. The teacher counts the number of correct and incorrect responses made in the time allotted to find the childs score. First Grade Word-Identification Fluencytwoforcomebecauselastfrom .Teacher: Read these words.Time: 1 minute.Informal AssessmentNew informal assessme

24、nt strategy Especially helpful in identify students with special needs Ideal for measuring progress or lack of progress with struggling students Sarahs Progress on Words Read Correctly40Words Read CorrectlySarah SmithReading FluencySepOctNovDecJanFebMarAprMay41Jessicas Progress on Words Read CorrectlyWo