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CHAPTER 13:
Assessment Accommodations & Grading Students in the Classroom

Assessment in Special Education

Raymond H. Witte

Jane E. Bogan

Michael F. Woodin

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Accommodations vs. Modifications

Accommodations: changes in assessment administration that maintain the validity of the assessment while permitting students with exceptionalities to demonstrate their knowledge.

They do not change or alter the expected level of performance

Modifications: change the material being presented or the expectations of what the student will do

If a student with exceptionalities is participating in the same assessment as his/her typically developing peers, the student is generally allowed to have accommodations but not modifications.

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Categories of Accommodations

Presentation: change how the material is presented to the student

Time: change how time is used within the scope of the assessment

Setting: change the location and environment of the test administration

Response: change how the student demonstrates his/her knowledge

Aid: include the use of electronic and manual devices such as item overlays, graph paper, etc.

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Choosing & Applying Accommodations

Dynamic Assessment of Test Accommodations is a tool designed to help teachers identify accommodations that are effective for individual students

Students who have accommodations specified on their IEPS must be permitted access to those accommodations by mandate of IDEIA.

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Role of Grading & Evaluation

Purposes of grading:

Documentation of academic performance
Issuing credit for courses passed
Grade advancement

Grading: the formal evaluation of student work, which involves determining the value and quality of that work based on some set of standards or performance criteria

Evaluation: involves the actual process of judging and determining the quality of work of a student

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Grading: Current Status

Functions of grading system:

Provides an official record of classroom performance & learning attainment for all students over a specified time period
Provides clear indication of academic performance & accomplishment to a student or any other interested party
Provides a current indication of a child’s relative progress and/or competency and/or goals

Grades provide a general sense of performance

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Making the Grade

The evaluation measures completed by the student will constitute the evidence that is used to determine the grade

Grading should involve a carefully reviewed process of determining the best measures of achievement and student learning so that the grade that is earned truly reflects the student’s accomplishments.

Major grading categories:

Product: collecting work produced by the student that is directly connected to his/her learning accomplishments
Process: focus on production processes needed to complete school products & performances
Progress: focus on the amount and/or magnitude of a student’s learning that occurs in a specified amount of time

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Grading Models

Norm-referenced: compares a student’s individual performance to that of a specific group

Criterion-referenced grading: relates each student’s performance to identified and pre-determined academic levels or standards

Aptitude comparison: individualized grading approach where each student serves as his/her own comparison model

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Grading Approaches

Same approach for all students: can work for students with special learning needs who have the grade-level academic skills (& intervention support resources) necessary to complete the required work requirements in that educational setting

Effort-based: difficult due to subjective nature

Progress-based: must ensure that the students understand how progress is defined & what academic behaviors/outcomes they are working on

Adapted: changes to actual criteria, including additional information for the grade, or other options

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Inclusive Grading Model

Establish clear standards for student learning

For each standard, determine if it needs to be adapted for the student

If adaptation is needed, determine if the adaptation requires accommodation or modification

If modification is required, develop appropriate modified standard

Assign grade or mark based on modified standard & note on report card which standards have been modified

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Grading as a Professional Practice

Make sure grades provide meaningful learning performance information and feedback to those who are most important to you

Make sure students are familiar with the grading process that is used in your class

Using an inclusive grading system provides a detailed and comprehensive picture of each student and his/her accomplishments & learning skills

Grading practices must be connected to assessments that are aligned with desired learning outcomes & standards in the provided lesson

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Grading as a Professional Practice

Grading & evaluation is about feedback and communication.

The public expects teachers to be highly competent in all phases of teaching, and that includes grading.

Make sure the grading process is part of an ongoing professional dialogue at all service levels.

Make sure to share & discuss your grading practices & concerns.