Tate J.

Hedtke

SPED 608

Assignment #6

Standard # 8

Cross Categorical Special Education/ Learning Disabilities

Artifact Summary:

The following is a description of the differences of standard, and non-standardized assessments.

These are both used to measure a students growth, typically in the special education field. A
school psychologist will administer the majority of these tests, especially the non-standard ones.
Non-standard assessments are typically reserved for those with low cognitive functioning and
those on the autism spectrum of disorders. Standardized tests are completed in a very sterile,
environment in an organized, and routine manner.
Assessing students is one of the more rigorous, time consuming, and frustrating jobs of a special

education teacher. It is also the primary role of a school psychologist. Testing is mandatory to

determine whether or not a student is eligible for special education services, and must be

performed every three years to determine whether or not a student continues to require services

in order to perform at the same level as their age appropriate peers. The majority of testing is

performed by the school psych, with a small sliver being taken care of by a special education

teacher.

Standardized assessments are just as the name implies, standard. These tests are

conducted straight from the book with no deviation from application to application. A proctor

reads the test directly from the instruction manual, and is not allowed to give any assistance or

direction on the tests beyond what the directions entail. At times these tests may be completed

with time requirements or require basal and ceiling scores in order to ensure accuracy. These

tests are typically taken in a quiet, sterile environment in order to ensure the greatest attention of

the test taker and in order to prevent distraction.

Standard assessments are the best option to give a Clear score that can be used to give a

picture of where your child sits in comparison to others their age. Standard assessments are

compared against what are known as norms tables, or are said to have been normed. This

means the tests are completed thousands of times by students of every age, grade level and

ability level in order for the most accurate comparison of one students abilities against what is

believed to be a representation of the rest of the student population of the United States. These

scores are then presented typically with a standard score, and then a percentile rank. If one

scores within the 28th percentile for example, it can be assumed that they would perform better
than 28 out of 100 individuals on similar tasks. Scores can also be reported as grade, or age

equivalent.

Standardized tests are designed to be extremely consistent no matter the proctor, nor the

student taking the test. There is little variance between a correct score and an incorrect score,

making scoring extremely easy. The data which results is very clear, and usable in order to

effectively measure a students growth and abilities.

Abilities judged by standardized tests are include verbal comprehension, working

memory, math reasoning, and IQ. These types of tests are valuable when judging the

performance of normally functioning students, that is, those without severe cogitative delays or

ASD (autism spectrum disorders). These tests require students to behave in a normal fashion,

and to have a relatively normal cogitative ability. Those on the ASD are unable to perform on a

level that can be measured by the test effectively and therefore need to be assessed with non-

standardized assessments.

Non-standard assessments are used when working with students have developmental

delays, cognitive impairments or Autism Spectrum Disorders. These assessments are said to be

informal, because they are not performed simply out of a book, or by reading a well-organized

set of questions to students. These tests are used with those who cannot coherently complete a

normal test.

These tests are used to judge an individuals strengths and weaknesses for example.

Seeing as how the tests are not undertaken in the same way with every student, norms tables

cannot be completed and instead, one is left with more or less observations about the student.

Properly completed however, growth can be monitored. Non standardized tests are based on
teacher observations, portfolios on a student and how an individual behaves and responds to

certain stimuli and situations.

This can be done by comparing a students performance while completing one test,

against their performance several months later. An individuals book handling skills, or picture

vocabulary could be measured in this way by simply observing an individuals interaction with

books over several periods of time. These tests are very effective because they allow the test

giver to alter the tests to the abilities of the students abilities, moods, comprehension level and

confidence.

Non-standardized assessments are used very seldom by cross categorical special

education teachers and are reserved for those with autism and cogitative disability specialties.

They are to be reserved for those with the lowest functional abilities.

Well into my second year of teaching I have never been exposed, or asked to complete a

non-standardized assessment on one of my students. Although I have completed observations of

their abilities, and kept track of different aspects of their learning in a journal, I wouldnt

consider any of these things to be an informal assessment. They truly are something that school

psychologists are charged with, as well as CD and Autism spectrum instructors.

Citation:
1) "Standardised and Non-Standardised Assessments." Therapy Connect 1 Jan. 2013. Print.
2) Robert, Chuck. "Differences Between Standardized & Non-Standardized Assessments."Synonym.com.
Demand Media, 1 Jan. 2014. Web.