ASSESSMENT

PRINCIPLE

PRESENTED BY: JESSA ALIPIN

BSED SCI 1-2B
ASSESSMENT PRINCIPLE

Assessment practices should be anchored on principles as

provided by the Division for Early Childhood of the council
for exceptional student (DEC) (2014). Child and family
centered practices, a team-based approach,application of
individualized and appropriate process, and use of genuine
and meaningful communication that adhere to ethical and
legal practices are the recommendations provided by the
DEC.
 CARL'S ASSESSMENT
Today's Discussion
Despite the instructional support and after-school remedial
class, Carl continued to display difficulties in reading,
spelling, oral reading fluency, and
written expression.
Because such difficulties persisted, Ms. Reyes and the team
decided to refer him to a developmental pediatrician and a
school psychologist to conduct a psycho educational
evaluation to determine the underlying reasons for Carl's
literacy difficulties.
CARL'S ASSESSMENT
Carl's current grade level: Grade 3

IQ Average to High Average level

Reading level
Beginning Grade 1
Beginning Grade 1
Spelling
Below Average
Written expression Beginning Grade 1
Reading Comprehension Grade 4
Math Average
 What is the
Best Placement for Carl?
A general education classroom is the least restrictive
environment for a child with additional needs. Access to
the same learning experiences and opportunities is
provided as to typically developing students. Thus it is
considered as the "most normalized or typical setting"
(Garguio, 2012). Additional support in the form of
accommodations or changes in expectations through
curriculum modifications may be provided but still within
the same classroom as peers within the year level.
 Home/Hospital program

Residential facility
Special education class in a special
education
Self-contained special education class in a general
education

General education class with resource center instruction

General education class (inclusion or co-taught with a special

education teacher)
General education class with related services

General education class with modifications

 ACCOMMODATIONS AND
CURRICULAR
MODIFICATIONS
Students with disabilities and additional needs
who are studying in an inclusive general
education classroom may need
accommodations in the form of instructional
support and other supplementary services.
Others who need more intensive support are
provided with the curricular modifications.
ACCOMMODATIONS AND
CURRICULAR
MODIFICATIONS
Accommodations may be provided both
during assessment and instruction,
depending on the learning profile and
needs of a child and may vary in terms of
presentation, response, setting, and
scheduling (Beech 2010).
1. Presentation Accommodations
Children with disabilities may need
specialized presentation formats

especially those with sensory

impairments so they can learn the same
content alongside typically developing
peers.
 Visual support
Minimize visual distraction
Visual cues (e.g., use color- coded text, highlighting)
Use of larger print materials ( font size, illustrations)
Use of sign language
Videos with closed captioning

Auditory and comprehension support

Read aloud by a peer
Audio books

Digital text that reads aloud or gives definition of words

Text-to-speech software

Listening and focusing

Advance organizer
Explicit verbal or visual cues; physical prompts
Repeat/ clarify direction and important information
Note-taking support
Copy of directions
 2. Response Accommodations
Response accommodations allow students with disabilities
and additional needs a variety of ways to complete
assignments, written tests, performance tasks, and other
activities. Providing such instructional and assessment
support allows them to access the same learning
experiences as other students in a general education
classroom.


Writing difficulty

Different size/diameter of pencil, marker or crayon

Pencil or pen grip
(triangular, pear-shaped)

Scribe to record dictated responses

Finger spacer

Handwriting template/guide on the student's desk

Visual cues on paper
Different types and sizes of paper

Math difficulty
Calculator
Concrete models and manipulatives
Visual presentation
Problem- solving guides
Graphic organizers
Special paper- graphing paper for computation
 3. Setting Accommodations

Changes in the location or conditions of the educational settings

or environment may be necessary for students who need
support in terms of behavior, attention, and organization of
space and materials. Accommodation in a setting may allow a
child who gets easily distracted to work in a quite corner of the
classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli.
 For example:

individual
administration

small group
administrations
 4. Scheduling Accommodations

Changing time allotment, schedule of tasks and

assessments, and management of time are some types
of scheduling accommodations. Students with slower
ability in processing information and directions well
as with focusing issues may need these types of
accommodation.
 For example:

extra time time of the day

frequent breaks
THANK YOU
FOR
LISTENING!