WHAT IS ACCOMMODATION?

AN ACCOMMODATION IS A CHANGE THAT HELPS

A STUDENT OVERCOME OR WORK AROUND THE DISABILITY.
GENERAL ACCOMMODATIONS:

LARGE PRINT TEXTBOOKS

TEXT BOOKS FOR AT-HOME USE
ADDITIONAL TIME FOR ASSIGNMENTS
A LOCKER WITH ADAPTED LOCK
REVIEW OF DIRECTIONS
REVIEW SESSIONS
USE OF MNEMONICS
HAVE STUDENT RESTATE INFORMATION
PROVISION OF NOTES OR OUTLINES
CONCRETE EXAMPLES
ADAPTIVE WRITING UTENSILS
BOOKS ON TAPE
GRAPHIC ORGANIZERS
QUIET CORNER OR ROOM TO CALM DOWN AND RELAX WHEN ANXIOUS
PREFERENTIAL SEATING
ALTERATION OF THE CLASSROOM ARRANGEMENT
REDUCTION OF DISTRACTIONS
ANSWERS TO BE DICTATED
HANDS-ON ACTIVITIES
USE OF MANIPULATIVES
NO PENALTY FOR SPELLING ERRORS OR SLOPPY HANDWRITING
FOLLOW A ROUTINE/SCHEDULE
ALTERNATE QUIET AND ACTIVE TIME
TEACH TIME MANAGEMENT SKILLS
REST BREAKS
VERBAL AND VISUAL CUES REGARDING DIRECTIONS AND STAYING ON TASK
AGENDA BOOK AND CHECKLISTS
DAILY CHECK-IN WITH CASE MANAGER OR SPECIAL EDUCATION TEACHER
ADJUSTED ASSIGNMENT TIMELINES
VISUAL DAILY SCHEDULE
VARIED REINFORCEMENT PROCEDURES
IMMEDIATE FEEDBACK
WORK-IN-PROGRESS CHECK
PERSONALIZED EXAMPLES
SUPPORT AUDITORY PRESENTATIONS WITH VISUALS
USE OF A STUDY CARREL
ASSISTANCE IN MAINTAINING UNCLUTTERED SPACE
WEEKLY HOME-SCHOOL COMMUNICATION TOOLS (NOTEBOOK, DAILY LOG, PHONE
CALLS OR EMAIL MESSAGES)
PEER OR SCRIBE NOTE-TAKING
SPACE FOR MOVEMENT OR BREAKS
STUDY SHEETS AND TEACHER OUTLINES
EXTRA VISUAL AND VERBAL CUES AND PROMPTS
LAB AND MATH SHEETS WITH HIGHLIGHTED INSTRUCTIONS
GRAPH PAPER TO ASSIST IN ORGANIZING OR LINING UP MATH PROBLEMS
USE OF TAPE RECORDER FOR LECTURES
USE OF COMPUTERS AND CALCULATORS
REST BREAKS
VERBAL AND VISUAL CUES REGARDING DIRECTIONS AND STAYING ON TASK
AGENDA BOOK AND CHECKLISTS
DAILY CHECK-IN WITH CASE MANAGER OR SPECIAL EDUCATION TEACHER
ADJUSTED ASSIGNMENT TIMELINES
VISUAL DAILY SCHEDULE
VARIED REINFORCEMENT PROCEDURES
IMMEDIATE FEEDBACK
WORK-IN-PROGRESS CHECK
PERSONALIZED EXAMPLES
TESTING AND ASSESSMENT ACCOMMODATIONS:
ANSWERS TO BE DICTATED
FREQUENT REST BREAKS
ADDITIONAL TIME
ORAL TESTING
UNTIMED TESTS
CHOICE OF TEST FORMAT (MULTIPLE-CHOICE, ESSAY, TRUE-FALSE)
ALTERNATE WAYS TO EVALUATE (PROJECTS OR ORAL PRESENTATIONS INSTEAD OF
WRITTEN TESTS)
ACCEPT SHORT ANSWERS
OPEN-BOOK OR OPEN-NOTE TESTS
READ TEST AND DIRECTIONS TO STUDENT
PROVIDE STUDY GUIDES PRIOR TO TESTS
HIGHLIGHT KEY DIRECTIONS
TEST IN ALTERNATIVE SITE
USE OF CALCULATOR OR WORD PROCESSOR
EXTRA CREDIT OPTION
PACE LONG-TERM PROJECTS
PREVIEW TEST PROCEDURES
SIMPLIFIED TEST WORDING; REPHRASED TEST QUESTIONS AND/OR DIRECTIONS
WHAT IS MODIFICATION?

USUALLY A MODIFICATION MEANS A CHANGE IN WHAT IS BEING

TAUGHT TO OR EXPECTED FROM THE STUDENT. MAKING AN
ASSIGNMENT EASIER SO THE STUDENT IS NOT DOING THE SAME
LEVEL OF WORK AS OTHER STUDENTS IS AN EXAMPLE OF
A MODIFICATION.
GENERAL MODIFICATIONS:
ALLOW OUTLINING, INSTEAD OF WRITING FOR AN ESSAY OR MAJOR PROJECT
USE OF ALTERNATIVE BOOKS OR MATERIALS ON THE TOPIC BEING STUDIED
COMPUTERIZED SPELL-CHECK SUPPORT
WORD BANK OF CHOICES FOR ANSWERS TO TEST QUESTIONS
PROVISION OF CALCULATOR AND/OR NUMBER LINE FOR MATH TESTS
FILM OR VIDEO SUPPLEMENTS IN PLACE OF READING TEXT
REWORDED QUESTIONS IN SIMPLER LANGUAGE
PROJECTS INSTEAD OF WRITTEN REPORTS
HIGHLIGHTING IMPORTANT WORDS OR PHRASES IN READING ASSIGNMENTS
MODIFIED WORKLOAD OR LENGTH OF ASSIGNMENTS/TESTS
MODIFIED TIME DEMANDS
PASS/NO PASS OPTION
MODIFIED GRADES BASED ON IEP
BEHAVIOR MODIFICATIONS:
BREAKS BETWEEN TASKS
CUE EXPECTED BEHAVIOR
DAILY FEEDBACK TO STUDENT
HAVE CONTINGENCY PLANS
USE DE-ESCALATING STRATEGIES
USE POSITIVE REINFORCEMENT
USE PROXIMITY/TOUCH CONTROL
USE PEER SUPPORTS AND MENTORING
MODEL EXPECTED BEHAVIOR BY ADULTS
HAVE PARENT SIGN HOMEWORK
HAVE PARENT SIGN BEHAVIOR CHART
SET AND POST CLASS RULES
CHART PROGRESS AND MAINTAIN DATA
ASSESSMENT AND TECHNICALITIES

WHAT IS ASSESSMENT?
IN EDUCATION, THE TERM ASSESSMENT REFERS TO THE WIDE VARIETY OF
METHODS OR TOOLS THAT EDUCATORS USE TO EVALUATE, MEASURE, AND
DOCUMENT THE ACADEMIC READINESS, LEARNING PROGRESS, SKILL
ACQUISITION, OR EDUCATIONAL NEEDS OF STUDENTS.
TYPES OF ASSESSMENT
ESSAY
AN ANSWER TO A QUESTION IN THE FORM OF CONTINUOUS, CONNECTED PROSE. THE OBJECT OF THE ESSAY SHOULD BE TO TEST
THE ABILITY TO DISCUSS, EVALUATE, ANALYZE, SUMMARIZE AND CRITICIZE. TWO DANGERS WITH ESSAYS ARE THAT THEY ARE
EASY TO PLAGIARIZE, AND THAT UNDUE WEIGHT IS OFTEN GIVEN TO FACTORS SUCH AS STYLE, HANDWRITING AND GRAMMAR.
ASSIGNMENT
A LEARNING TASK UNDERTAKEN BY THE STUDENT ALLOWING THEM TO COVER A FIXED SECTION OF THE CURRICULUM
PREDOMINANTLY THROUGH INDEPENDENT STUDY. DIFFERENT METHODS OF PRESENTING THE RESULTS CAN BE USED
DEPENDENT ON THE NATURE OF THE TASK - A REPORT (ORAL OR WRITTEN), A NEWSPAPER OR MAGAZINE ARTICLE, A TAPED
'RADIO PROGRAMME, A VIDEO, A POSTER, A RESEARCH BID, A BOOK REVIEW, A CONTRIBUTION TO A DEBATE, ETC. IT IS VITAL TO
BE CLEAR IN THE ASSESSMENT CRITERIA HOW IMPORTANT THE MEDIUM IS COMPARED WITH THE MESSAGE, SO IF IT IS A VIDEO
HOW IMPORTANT IS THE QUALITY OF THE LIGHTING, THE STYLE OF THE EDITING, ETC. COMPARED WITH THE CONTENT THAT IS
COVERED. IF ASPECTS OF THE MEDIUM ARE IMPORTANT THEN TIME MUST BE GIVEN IN THE COURSE FOR THESE TO BE TAUGHT.
INDIVIDUAL PROJECT
AN EXTENDED INVESTIGATION CARRIED OUT BY AN INDIVIDUAL STUDENT INTO A TOPIC AGREED ON BY STUDENT AND
ASSESSOR. IN MANY WAYS SIMILAR TO AN ASSIGNMENT, THE MAIN DIFFERENCE IS THE ONUS ON THE STUDENT TO
CHOOSE THE PARTICULAR FOCUS AND/OR MEDIUM OF PRESENTATION. AS WITH ANY ASSESSMENT WHERE THE
PRODUCT WILL VARY SIGNIFICANTLY FROM STUDENT TO STUDENT IT IS VITAL THAT THE CRITERIA ARE SUFFICIENTLY
WELL WRITTEN TO BE FAIR WHEN APPLIED TO DIFFERENT UNDERTAKINGS AND RESULTS.
GROUP PROJECT OR ASSIGNMENT
WHERE EITHER AN ASSIGNMENT OR PROJECT IS UNDERTAKEN COLLECTIVELY BY GROUPS OF STUDENTS WORKING
COLLABORATIVELY. THIS HAS THE PRAGMATIC ADVANTAGE OF POTENTIALLY REDUCING THE TUTOR'S ASSESSMENT
WORKLOAD AND THE EDUCATIONAL ADVANTAGE OF HELPING TO DEVELOP THE STUDENTS' TEAM WORKING SKILLS.
THERE ARE ALSO SOME FORMS OF PRODUCT SUCH AS COLLABORATIVE PERFORMANCE THAT CAN BY DEFINITION ONLY
BE ACHIEVED IN A GROUP. THE MAJOR ASSESSMENT PROBLEM IS HOW TO IDENTIFY EACH INDIVIDUAL'S ROLE AND
CONTRIBUTION AND TO REWARD IT FAIRLY. SOLUTIONS (NONE OF WHICH IS PROBLEM FREE) TEND TO INCLUDE
COMBINATIONS OF: AN INDIVIDUAL COMPONENT WHICH CAN BE INDIVIDUALLY ASSESSED, TUTOR OBSERVATION, AND
INVOLVING THE STUDENTS IN SOME SELF AND/OR PEER ASSESSMENT AS THE ONES IN THE BEST POSITION TO JUDGE.
DISSERTATION
WRITTEN PRESENTATION OF RESULTS OF AN INVESTIGATION OR PIECE OF RESEARCH, NORMALLY
TAKING THE FORM OF AN EXTENDED ESSAY BEING LESS RIGOROUS IN ITS STYLE AND LAYOUT
REQUIREMENTS THAN A THESIS. THE CONTENT REFLECTS THE FINDINGS OF THE INVESTIGATION. THIS
HAS SIMILAR ASSESSMENT PROBLEMS TO AN INDIVIDUAL PROJECT.
EXAMINATION
THIS CAN TAKE A VARIETY OF DIFFERENT FORMS. THE MOST COMMON FACTORS ARE THAT IT IS DONE
UNDER COMPARATIVELY SHORT, TIMED CONDITIONS AND USUALLY UNDER OBSERVED CONDITIONS
WHICH ENSURES IT IS THE STUDENT'S OWN WORK (ALTHOUGH THERE ARE EXAMPLES OF EXAMS WHERE
STUDENTS TAKE THE QUESTIONS AWAY). MAJOR CRITICISMS ARE THAT BECAUSE OF THE
COMPARATIVELY SHORT TIME ALLOWED ANSWERS MAY INEVITABLY BE SUPERFICIAL AND/OR NOT ALL
THE LEARNING OUTCOMES MAY BE ASSESSED. THEY MAY ALSO ENCOURAGE THE ROTE LEARNING OF
POTENTIAL MODEL ANSWERS. THIS CAN BE AVOIDED IF THE FOCUS OF THE TASKS SET IS ON THE
APPLICATION OF WHAT HAS BEEN LEARNT, PRESENTING THE STUDENT WITH A PREVIOUSLY UNSEEN
CONTEXT OR SCENARIO OR SET OF DATA WHICH THEY HAVE TO 'DO' SOMETHING WITH.
VIVA
POSSIBLY USED IN CONJUNCTION WITH ANY OF THE ABOVE METHODS, THIS INVOLVES THE
STUDENT HAVING TO ANSWER QUESTIONS ORALLY. IN A COMPARATIVELY SHORT SPACE OF TIME
IT IS POSSIBLE TO ASCERTAIN BOTH WHAT THE STUDENT KNOWS AND THE DEPTH OF THIS
UNDERSTANDING (AND POSSIBLY THE AMOUNT THEY CONTRIBUTED TO A GROUP PROJECT AND
THE NATURE OF THAT CONTRIBUTION).
PERFORMANCE
IN MANY CASES, WHEN IT COMES TO PRACTICAL OUTCOMES, THE ONLY SENSIBLE WAY OF REALLY
ASSESSING WHETHER AN OUTCOME HAS BEEN LEARNT IS THROUGH WATCHING THE STUDENT
ACTUALLY PERFORM IT - WHETHER 'IT' IS LITERALLY A PERFORMANCE, AS IN THE PERFORMING
ARTS, OR A NURSING STUDENT TAKING A PATIENT'S BLOOD PRESSURE. BECAUSE IN SUCH CASES
THE ASSESSED "PRODUCT" IS TRANSIENT, FOR PURPOSES OF MODERATION AND EXTERNAL
VALIDATION YOU MAY NEED TO FIND WAYS OF RECORDING THE EVENT (AUDIO OR VIDEO). SUCH
RECORDINGS CAN ALSO PLAY A VITAL ROLE IN GIVING THE STUDENT FEEDBACK.
SELF AND PEER ASSESSMENT
THERE IS STRONG EVIDENCE THAT INVOLVING STUDENTS IN THE ASSESSMENT PROCESS CAN HAVE VERY DEFINITE
EDUCATIONAL BENEFITS. NOT SO MUCH A TYPE OF ASSESSMENT LIKE THOSE ALREADY LISTED, THIS IS SOMETHING WHICH CAN
BE DONE IN CONJUNCTION WITH ANY TYPE OF ASSESSMENT. THE IMPORTANT ASPECT IS THAT IT INVOLVES THE STUDENT IN
TRYING TO APPLY THE ASSESSMENT CRITERIA FOR THEMSELVES. THIS MIGHT INCLUDE: A MARKING EXERCISE ON 'FICTITIOUS'
OR PREVIOUS YEARS' STUDENT WORK; THE COMPLETION OF A SELF-ASSESSMENT SHEET TO BE HANDED IN WITH THEIR WORK;
'MARKING' A PEER'S WORK AND GIVING THEM FEEDBACK (WHICH THEY CAN THEN POSSIBLY REDRAFT BEFORE SUBMISSION TO
THE TUTOR); OR REALLY MARKING OTHER STUDENTS' WORK (I.E. ALLOCATING MARKS WHICH ACTUALLY COUNT IN SOME WAY)
- A SEMINAR PRESENTATION, FOR EXAMPLE, OR A WRITTEN PRODUCT USING A MODEL ANSWER. THE EVIDENCE IS THAT
THROUGH TRYING TO APPLY CRITERIA, OR MARK USING A MODEL ANSWER, THE STUDENT GAINS MUCH GREATER INSIGHT IN TO
WHAT IS ACTUALLY BEING REQUIRED AND SUBSEQUENTLY THEIR OWN WORK IMPROVES IN THE LIGHT OF THIS. AN ADDITIONAL
BENEFIT IS THAT IT MAY ENABLE THE STUDENTS TO BE SET MORE LEARNING ACTIVITIES ON WHICH THEY WILL RECEIVE
FEEDBACK WHICH OTHERWISE WOULD NOT BE
• PURPOSES OF ASSESSMENT
• PRINCIPLES OF ASSESSMENT
• TYPES OF ASSESSMENT
• FURTHER READING
ALTERNATIVE ASSESSMENT

WHAT IS ALTERNATIVE ASSESSMENT?

ALTERNATIVE ASSESSMENT IS ANY CLASSROOM ASSESSMENT PRACTICE THAT
FOCUSES ON CONTINUOUS INDIVIDUAL STUDENT PROGRESS. PERHAPS THE BEST
WAY TO DEFINE ALTERNATIVE ASSESSMENT IS TO SAY THAT IT IS THE COUNTER TO
TRADITIONAL FORMS OF STANDARDIZED ASSESSMENT. LET'S TAKE A CLOSER
LOOK AT WHAT ALTERNATIVE ASSESSMENT IS AND IS NOT.
ALTERNATIVE ASSESSMENT MODELS

PERFORMANCE-BASED ASSESSMENT: REVIEWING THE BASICS

• PERFORMANCE-BASED ASSESSMENTS SHARE THE KEY CHARACTERISTIC OF
ACCURATELY MEASURING ONE OR MORE SPECIFIC COURSE STANDARDS. THEY
ARE ALSO COMPLEX, AUTHENTIC, PROCESS/PRODUCT-ORIENTED, OPEN-ENDED,
AND TIME-BOUND.
PERFORMANCE BASED
PERFORMANCE-BASED ASSESSMENTS VARIES GREATLY DEPENDING ON AUTHOR,
DISCIPLE, PUBLICATION, AND INTENDED AUDIENCE (PALM, 2008). IN GENERAL, A
PERFORMANCE-BASED ASSESSMENT MEASURES STUDENTS' ABILITY TO APPLY THE
SKILLS AND KNOWLEDGE LEARNED FROM A UNIT OR UNITS OF STUDY. TYPICALLY,
THE TASK CHALLENGES STUDENTS TO USE THEIR HIGHER-ORDER THINKING
SKILLS TO CREATE A PRODUCT OR COMPLETE A PROCESS
AUTHENTIC ASSESSMENT
A FORM OF ASSESSMENT IN WHICH STUDENTS ARE ASKED TO PERFORM REAL-
WORLD TASKS THAT DEMONSTRATE MEANINGFUL APPLICATION OF ESSENTIAL
KNOWLEDGE AND SKILLS. ENGAGING AND WORTHY PROBLEMS OR QUESTIONS OF
IMPORTANCE, IN WHICH STUDENTS MUST USE KNOWLEDGE TO FASHION
PERFORMANCES EFFECTIVELY AND CREATIVELY.
JUDGEMENT BASED
BY USING JUDGMENT BASED ASSESSMENT MEASURES, WE ARE ABLE TO COLLECT
AND QUANTIFY THE PERCEPTIONS AND IMPRESSIONS OF INDIVIDUALS WHO HAVE
CONTACT WITH A CHILD TO APPRAISE CHILD STATUS AND ENVIRONMENT.
JUDGEMENT BASED ASSESSMENT MEASURES HAVE GREAT UTILITY FOR
AUGMENTING, ENHANCING, AND CORROBORATING THE INFORMATION FROM
FORMAL, STANDARDIZED MEASURES.
PORTFOLIOS
PORTFOLIO ASSESSMENT IS AN ASSESSMENT FORM THAT LEARNERS DO
TOGETHER WITH THEIR TEACHERS, AND IS AN ALTERNATIVE TO THE CLASSIC
CLASSROOM TEST. THE PORTFOLIO CONTAINS SAMPLES OF THE LEARNER'S WORK
AND SHOWS GROWTH OVER TIME.
PLAY BASED ASSESSMENT

PLAY-BASED ASSESSMENT IS AN INCREASINGLY POPULAR TECHNIQUE FOR

EDUCATIONAL PSYCHOLOGISTS (EPS) IN THEIR ASSESSMENTS OF YOUNG
CHILDREN. PLAY IS SEEN AS A MEDIUM THROUGH WHICH PROGRESS ACROSS MANY
DEVELOPMENTAL DOMAINS CAN BE ASSESSED, AND A RANGE OF PLAY-BASED
ASSESSMENT TOOLS HAS BEEN DEVELOPED.
DYNAMIC ASSESSMENT
DYNAMIC ASSESSMENT (DA) IS A METHOD OF CONDUCTING A LANGUAGE
ASSESSMENT WHICH SEEKS TO IDENTIFY THE SKILLS THAT AN INDIVIDUAL CHILD
POSSESSES AS WELL AS THEIR LEARNING POTENTIAL. THE DYNAMIC ASSESSMENT
PROCEDURE EMPHASIZES THE LEARNING PROCESS AND ACCOUNTS FOR THE
AMOUNT AND NATURE OF EXAMINER INVESTMENT.