FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in PROF ED 103: Foundations of Inclusive and Special Education

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STUDY GUIDE FOR MODULE NO. 6

ASSESSMENT, LEARNING RESOURCES,

AND INSTRUCTIONAL (INPUT) ACCOMMODATION
MODULE OVERVIEW

The roles of the teachers are emphasizing especially her/his mission is to support all areas of
children’s development and to help them become successful learners. To that end policy guidelines
on classroom assessment is also given importance.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. Demonstrate knowledge of differentiated assessment strategies that are responsive to the

needs and strengths of diverse learners;
2. Demonstrate knowledge in the implementation of relevant and responsive learning
programs;
3. Demonstrate knowledge and understanding to suit the learners’ needs;
4. Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups; and
5. Demonstrate understanding of the special educational needs of learners in difficult
circumstances including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child labor practices.

A. Types of Assessment

1. Observation Checklist

As cited by Rowlands (2007) that checklists can be used to a particular student or the entire class. A
checklist is used in the classroom to record students’ tasks. Moreover, teachers can also utilize a
checklist for students to monitor their progress.

Lauzon (n.d.) discussed that the following are the purposes of a checklist.

a. It provides a systematic recording of observations.

b. It can be used by the students for self-evaluation.
c. It provides criteria for the students before accomplishing the given activity.
d. It records or documents students’ behavior, attitude, skills, and strategies.
e. It identifies students learning needs by summarizing what is needed to be learned.
f. It helps the teacher communicate with parents and guardians regarding the progress of their

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children.

2. Anecdotal Report

This report is open, meaning the teachers may observe a variety of behaviors or interactions or
almost any aspect of children’s learning or development. The teacher describes a series of incidents
or just one incident or some aspect of development.

The anecdotal record has five characteristics according to Goodwin and Driscoll (1980)

1. The anecdotal record is the result of direct observation

2. It is prompt, accurate and specific account of an event.
3. It includes the context of the behavior.
4. Interpretation of the incident is recorded separately from the incident.
5. It focuses on behavior that is either typical or unusual for the child being observed.

3. Portfolio Assessment

Portfolio assessment is a term with many meanings, and it is a process that can serve a variety of
purposes. A portfolio is a collection of student work that can exhibit a student’s efforts, progress, and
achievements in various areas of the curriculum.

Points to Remember in an Effective Portfolio

1. Are updated regularly to keep them as current and complete as possible

2. Help students examine their progress
3. Help students develop a positive self-concept as learners
4. Are shared with parents or guardians
5. Are a planned, organized collection of student-selected work
6. Tell detailed stories about a variety of student outcomes that would otherwise be difficult to
document
7. Include self-assessments that describe the student as both a learner and an individual
8. Serve as guide for future learning by illustrating a student’s present level of achievement
9. Include a selection of items that are representative of curriculum outcomes, and what the
student knows and can do
10. Include the criteria against which the student work was evaluated
11. Support the assessment, evaluation and communication of student learning
12. Document learning in a variety of ways—process, product, growth and achievement
13. Include a variety of works—audio recordings, video recordings, photographs, graphic
organizers, first drafts, journals and assignments that feature work from all the multiple
intelligences.

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B. Learning Resources and Instructional Accommodation

Defining Instructional Accommodations

Nolet and McLauglin (2000) describe instructional accommodations as “a service or support that is
provided to help a student fully access the subject matter and instruction as well as to demonstrate
what he or she knows”. These accommodations do not change the content of instruction or
expectations for performance. In order to do this, teachers need to have clear goals for instruction
based on grade level academic content standards and benchmarks or indicators.

One of the ways to increase student access to academic content standards through instruction in the
general curriculum is by using instructional accommodations. Accommodations are changes in the
way a student access learning, without changing the actual standards a student is working toward.
Using accommodations can be complicated – the goal is to find a balance that gives students equal
access to learning without “watering down” the content.

Accommodations use needs to be aligned or matched between classroom instruction, classroom

testing and district or state tests. Most accommodation use does not begin and end in school,
however. Students who use accommodations will generally also need them at home, in the
community, and as they get older, in postsecondary education and at work. Students need to have
opportunities to learn to use accommodations in classroom settings, and they also need to be able to
take classroom tests using accommodations. Testing conditions in the classroom should be as close
as possible to those of district or state testing situations to increase student’s comfort level and allow
for the best possible performance.

Accommodations for assessment and instruction are integrally intertwined. There are some
accommodations that are appropriate for classroom use that would not be appropriate in testing
situations. However, no accommodation should be recommended for an assessment that a student
has not had a thorough opportunity to learn to use comfortably and effectively during classroom
activities.

In the Philippines, we have various available accommodations, namely:

 Special Education Programs

 Inclusion Programs
 Indigenization and Contextualization of the Curriculum
 Alternative Learning System
 Madrasah ALIVE
 Special Interest Programs
 Quality Differentiated Instructions

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 Homeschool/Distance Learning

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