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Distinguish among the multiple purposes of conducting an assessment: screening, identification for service eligibility, diagnosis, instructional planning, and monitoring progress in an intervention.
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Explain the specialized terminology used in the assessment of individuals with developmental disabilities.
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Explain basic test characteristics such as reliability, validity, criterion-referenced/curriculum-based and standardization/norm referenced.
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Interpret scores/results obtained from norm-referenced and criterion-referenced assessments (raw scores, standard scores, percentile ranks, age-grade equivalents, stanines) for varied exceptionalities, including developmental disabilities.
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Describe recommended test modifications/accommodations for students with disabilities as well as the environmental assessment conditions that promote maximum performance of individuals with developmental disabilities.
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Describe and critique instruments used to assess individual students achievement in reading, writing, oral language, and mathematics.
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Identify sources of bias in testing and discuss recommended strategies for conducting culturally responsive, sensitive assessments.