Technology-Based Assessments

Different kinds of classroom assessments are used by effective teachers to track their students’ progress. Assessments are typically used to track information retention, but they can also be a method for teachers to determine whether students need additional explanation, whether they are perplexed, or if they are satisfied with the subject. But evaluating pupils with specific needs can be difficult. Due to their inability to focus on a single task for the duration necessary to complete the assessment, several special needs children with ADHD suffer in testing environments. However, evaluations are important because they provide kids a chance to demonstrate their abilities, knowledge, and understanding (Shepard, 2000). Some of the technology-based assessments which help to establish

The three technology based assessments that help determine eligibility for special education services include Intelligence Testing, Curriculum Based Assessment (CBA) and Functional Behavior Assessment

eligibility for special education services includes intelligence testing. This is mostly carried out individually, though there also tests given to groups to pinpoint students for further testing or faster programs. It is an important test because it provides valuable information regarding an individual who has been assessed. However, group assessments are not considered as reliable as individual assessments. Furthermore, the IQ scores generated in these assessments are not included in confidential student documents. Another drawback for this tests is that they fail to assess other vital types of intelligence (Schuh, 2011).

Curriculum Based Assessment (CBA) on the other hand are mostly centered on what a student is learning in the system. Some of these assessments are formal, for instance, tests which are fashioned to assess chapters in mathematical books. There are also spelling tests and multiple choices assessments which are used to appraise student’s retention of information. It is considered an effective assessment technology because it helps teachers to estimate the progress of students, document their progress and talk to other individuals regarding the progress of the student. But it has its drawbacks in the sense that it is considered highly structured and might not be accommodative of a student’s needs (Hargis, 1996).

Another assessment approach is the test of functional behavior which mostly used for kids with severe autism and cognitive disabilities. It mostly helps to assess and identify life skills which these kids need to learn and acquire for functional independence. However, the shortcoming of this approach is the fact despite being labor intensive, it is not efficient in identifying the problem of a student.

Based on the benefits and drawbacks of these approaches, the most beneficial model is the curriculum based assessment. This method is vital in special education assessment because it helps a teacher to select the suitable teaching approach that will perform best with a particular student. For instance, when has a problem reading books but performs well during computer classes, a teacher might opt to use the computer in instructing so that the student can benefit. Furthermore, CBA helps instructors to track the progress of a student against the set goals, and this can help to determine how the child is progressing in school. A lot of research has also been carried out regarding this method, and it has been confirmed as suitable for students. CBM, therefore, allows parents to feel confident because it is an accurate indicator of a child’s progress based on the skills being measured.

References

Hargis, C. H. (1996). Curriculum-Based Assessment in Special Education. Journal for Special Educators, 17(1), 59-61.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.

Schuh, J. H. (2011). Assessment methods for student affairs. John Wiley & Sons.