Adaptive Behavior and Reading Assessments
Assessment Instrument Review: Adaptive Behavior and Reading Assessments - 1
Lamar University
College of Education
Counseling and Special Populations Department
Assessment Instrument Review: Adaptive Behavior and Reading Assessments
The purpose of this assignment is to obtain information about various types of assessment instruments used in your school and/or district. Teachers and assessment specialists are actively involved in and have an important role in selecting assessment instruments, interpreting scores, using data collected from various instruments, and communicating assessment results to various interested stakeholders including teachers, students, parents, and community service representatives. For this assignment, you will be investigating the various types of assessment instruments used in your school or district. You will be researching information specifically identified on the assignment template. Complete information on assessment instruments is required for making effective decisions about the kinds and uses of assessment instruments.
Instructions 1. The Assessment Instrument Review Template is attached below and available as a separate Word
document. Obtain and provide information on at least six assessment instruments used in schools or districts for assessment purposes for instructional planning for students. Three assessment instruments will address the area of adaptive behavior. Three assessment instruments will address the area of reading.
2. Complete and type your information in the Assessment Instrument Review Template (Word document). Where designated, provide a decision/rationale for the use of the instrument based on the information collected for the instrument (i.e. I would select this assessment instrument because the validity coefficient is .95 indicating strong criterion-related validity.). Copy the template as needed.
3. In addition to the textbook, selected information (e.g. reliability, validity, and normative population)
may be found in the Mental Measurements Yearbooks located through the Lamar University Library Services.
Follow these steps to obtain the required information:
Log into the Lamar University Library System.
Assessment Instrument Review: Adaptive Behavior and Reading Assessments - 2
Select or click on “Database List.”
Select or click on “M” to Browse Database By Title.
Select or click on “Mental Measurements Yearbook with Tests in Print.”
Type the name of the instrument you selected and click “Search.” Information about your
selected instrument will appear if it is included in the Mental Measurements Yearbook. Use the current edition of your instrument.
Assessment Instrument Review: Adaptive Behavior and Reading Assessments - 3
If no information appears on your instrument, then your instrument may not be included in the Mental Measurement Yearbooks; you may need to select another instrument or search for information from your own source. Identify your source of information on your instrument. No information may represent insufficient information to recommend using the identified instrument in a school or district assessment program.
Read the instrument review and obtain the appropriate information about the instrument to complete the Assessment Instrument Review Template.
Type directly onto the Assessment Instrument Review Template and include complete information on all your selected instruments. For the Mental Measurements Yearbook, use the reviewer(s) as the author(s), the copyright date of the article as the publication date, the title of the test as the article's title, Mental Measurements Yearbook as the title of the journal, and the yearbook number as the volume number of the journal. Your Mental Measurements Yearbook references will not have issue numbers nor page numbers. At the end, include “Retrieved from” and the web address.
Submit your assignment.
Assessment Instrument Review: Adaptive Behavior and Reading Assessments - 4
Assessment Instrument Review Template
Name of Instrument,
Publication Year, and Purpose
Full name of instrument and acronym (if one is used) Year instrument was published Instrument is used to assess: intelligence, adaptive behavior, behavioral and emotional status, general achievement, reading, writing, mathematics, or oral language
Population (target and norm)
Target population (administered for what age or grade level) Norm group (instrument standardized with what age, grade, culture, etc.)
Administration (type, tool, personnel)
Type of administration: individual or group Administration tool: test, observation, checklist, etc. Administration personnel: parent, teacher, reading specialist, diagnostician, psychologist, etc.
Areas Assessed and Description
Instrument assesses what areas (subtests, indexes/indices, scales, etc.) to provide what information
Scores, Interpretation, and
Use
Scores given (percentile, GE, AE, standard score, etc.) Interpretation of scores (comparison with norm, individual ability, etc.) Instrument used to: screen, monitor student progress, RTI information, IEP goal setting, etc.
Technical Aspects Validity (type, coefficient, quality, etc.) Reliability (type, quality)
Considerations Practical considerations and factors related to: examinee, examiner and examiner-examinee relationship, and test Ethical considerations: use of assessments, interpreting assessment results, assessment by unqualified persons, obsolete tests or outdated test results, etc.
School/District Use Does your school/district use this instrument? If yes,: for what purpose, who administers, how administered (full administration or partial administration of certain subtests), with what exceptionalities
Analysis Analyze the instrument Make a recommendation for or against using the instrument with support
References Reference information: textbook, Mental Measurements Yearbook, etc.
Assessment Instrument Review: Adaptive Behavior and Reading Assessments - 5
Assessment Review: Adaptive Behavior and Reading Rubric Skill Area Developing
0-6
Competent
8
Proficient
10
Score
Name, Publication, and Purpose
Unclear or did not address all four criteria:
Name of instrument (if used, acronym included);
Publication year of instrument;
Purpose of instrument;
Three instruments related to the assessment of adaptive behavior, and three instruments related to the assessment of reading
Vaguely or inaccurately addressed all four criteria:
Name of instrument (if used, acronym included);
Publication year of instrument;
Purpose of instrument;
Three instruments related to the assessment of adaptive behavior, and three instruments related to the assessment of reading
Clearly and accurately addressed all four criteria:
Name of instrument (if used, acronym included);
Publication year of instrument;
Purpose of instrument;
Three instruments related to the assessment of adaptive behavior, and three instruments related to the assessment of reading
Population Unclear or did not address one criteria:
Target population;
Norm group
Vaguely or inaccurately addressed both criteria:
Target population;
Norm group
Clearly and accurately addressed both criteria:
Target population;
Norm group
Administration Unclear or did not address all three criteria:
Type of administration;
Administration tool;
Administration personnel
Vaguely or inaccurately addressed all three criteria:
Type of administration;
Administration tool;
Administration personnel
Clearly and accurately addressed all three criteria:
Type of administration;
Administration tool;
Administration personnel
Areas Assessed and Description
Unclear or did not address one criteria:
Assessment areas;
Description
Vaguely or inaccurately addressed both criteria:
Assessment areas;
Description
Clearly and accurately addressed both criteria:
Assessment areas;
Description
Scores, Interpretation, and Use
Unclear or did not address all three criteria:
Scores given;
Interpretation of scores;
Use of instrument
Vaguely or inaccurately addressed all three criteria:
Scores given;
Interpretation of scores;
Use of instrument
Clearly and accurately addressed all three criteria:
Scores given;
Interpretation of scores;
Use of instrument
Technical Aspects
Unclear or did not address one criteria:
Validity;
Reliability
Vaguely or inaccurately addressed both criteria:
Validity;
Reliability
Clearly and accurately addressed both criteria:
Validity;
Reliability
Considerations Unclear or did not address one criteria:
Practical considerations;
Ethical considerations
Vaguely or inaccurately addressed both criteria:
Practical considerations;
Ethical considerations
Clearly and accurately addressed both criteria:
Practical considerations;
Ethical considerations
School/District Use
Unclear or did not address school’s/district’s use of instrument
Vaguely and inaccurately addressed school’s/district’s use of instrument
Clearly and accurately addressed school’s/district’s use of instrument
Analysis Unclear or did not address one criteria:
Analysis of instrument;
Recommendation for use with support
Vaguely or inaccurately addressed both criteria:
Analysis of instrument;
Recommendation for use with support
Clearly and accurately addressed both criteria:
Analysis of instrument;
Recommendation for use with support
References APA reference information included for all assessments with four or more errors
APA reference information included for all assessments with one to three errors
APA reference information is included for all assessments with zero errors
Total Points out of 100 possible points