Changes in educational assessment practices: The relevance to ASD

summative

formative

needs based

strengths based

within person

ecological

The diagram above represents the changes that have, and still are, occurring in educational assessment in recent years in New Zealand. On the left, assessment is represented as formal, moment in time, paper and pencil tasks or box ticking that focuses on deficits just as much as achievements and that are rarely set in a relevant context. The shift towards the right of the diagram looks at assessment as on-going, using a range of different methods that identify the individuals strengths and next steps and is based in an appropriate context. There are valid reasons for having summative baseline assessment, in that it establishes a precise point from which progress can be tracked and allows comparison of a childs performance against age norms. However, the formal, non-contextual nature of these assessments overlook the many rich sources available to inform, track and celebrate the development of the child whist involved in everyday tasks and activities in an appropriate environment and through natural interactions with peers and adults. How often as an adult do we sit down and read a list of words totally out of context? Yet upon school entry we subject our children to sight word tests that mean nothing to them, except a realisation of what they cannot read and tells us what we already know from having shared reading books with the child on a daily basis. The end result is often negative for the child and a less than effective use of time for the teacher. For a child with ASD, add to this the anxiety and

frustration that this kind of situation creates and it becomes clear that these children are not being given a fair chance but are in fact being disadvantaged by this method of assessment. Literature from both the UK (Wilkinson & Twist, 2010) and the New Zealand Curriculum Online Assessment for Learning resource advocate the more formative model of Assessment For Learning. This approach requires that teachers conduct assessments of a childs on-going performance in the classroom setting and in doing so gather a far wider variety of information whilst being able to adapt the assessment to fit the individual child. The information collected will be better able to inform planning to meet the childs needs in the classroom as it has been conducted in a relevant environment involving relevant social interactions. Using Assessment For Learning (AfL) with ASD children eliminates the unnecessary anxieties or frustrations caused by an assessment situation requiring high levels of communication skills, attention to the teacher and concentration. Instead it focuses on what the child can do in one or more area of the ASD core characteristics in a regular classroom environment allowing strengths and interests to be built upon. After all, isnt being able to function as independently and effectively as possible in a regular, age appropriate setting what we are striving to achieve with these children? There is not time in this short evaluation of assessment methods to look at Assessment For Learning in detail, however, the diagram below summarises the 10 key components of this approach.

Assessment for Learning: 10 Principles Retrieved from: www.tes.co.uk/teaching.../Assessmentfor-Learning-10-principles

This AfL approach is applied in the Ministry of Education Narrative Assessment guide. This uses a learning story approach to record and celebrate the learning and progress of special needs children in the school environment and working long term within Level 1 of the New Zealand Curriculum. The childs learning connects to the key competencies, learning areas and effective pedagogy. The links between these components are represented in this wheel which is available as an online resource at http://www.throughdifferenteyes.org.nz/home

The learning stories consist of the following sections: Student background: a description of the child and the learning environment Learning stories: one or more narratives around a the childs learning in the focus area Analysis-what learning is happening?: this is in relation to the selected key competencies and curriculum learning areas Where to next?: to include ideas for next step teaching and learning Effective pedagogy: considers the teaching taking place in connection to effective pedagogy within the New Zealand Curriculum

This assessment provides a rich record of the childs specific achievements and learning which is accessible to the teacher, the family and, through photographs, also to the child. It is something to be shared and valued with everyone on the childs team. However, as with all new initiatives teachers of special needs children would require professional development to become competent with this resource and possibly the allocation of time dedicated to putting together these learning stories. But how can the value of this form of assessment compare to an assessment that provides information in the form of a 2/40 score on a sight word list? The power of this assessment approach is summed up in this quote from a teacher new to using learning stories: I believe learning stories really have the potential to alter perceptions about disabled students. Stories show them to be successful achievers ( Narrative assessment: A guide for teachers, 2009)

A final tool to assist the planning and assessment of a relevant curriculum for ASD children working within level 1 of the curriculum is available in the form of frameworks or matrices that expand on and enhance the Level One of the New Zealand Curriculum. These are available for literacy and numeracy allowing teachers to place children at a relevant starting point and plan for next step achievable learning and can be accessed at http://assessment.tki.org.nz/Assessment-tools-resources/Assessment-tools-for-Learnerswith-Special-Education-Needs/Level-One-Frameworks These matrices provide a valuable assessment tool for our special needs children across a range of assessment type as explained in this extract from the TKI website. The matrices and exemplars provide an assessment tool that is firmly grounded in the New Zealand Curriculum and formative in intent. They combine diagnostic and formative assessment, and provide for summative assessment in reporting.

With the shift in assessment processes for all children and specific attention to the development of best practice for special needs children we are being provided with the tools to help our children with ASD feel positive about themselves and their learning achievements and to be valued by everyone who knows them from the youngest peer to the oldest grandparent.

References
Education, M. o. (2009). Narrative assessment: A guide for teachers. Retrieved from http://www.throughdifferenteyes.org.nz/a_guide_for_teachers Education, M. o. (n.d.). Frameworks to expand and enhance Level One of the New Zealand Curriculum. Retrieved from Assessment Online: http://assessment.tki.org.nz/Assessmenttools-resources/Assessment-tools-for-Learners-with-Special-Education-Needs/Level-OneFrameworks Education, M. o. (n.d.). Through different eyes:Assessment for learners with special education needs. Retrieved from Inclusive Education For All: http://www.throughdifferenteyes.org.nz/ Wilkinson, K., & Twist, L. (2010). Autism and educational asessment: Uk policy and Practice. Slough: NFER.