Compare and contrast

CATEGORY

DOES NOT MEET

(1)

MEETS

(3)

EXCELS

(5)

Comparison of Assessments

Less than two paragraphs or minimal content. States but does not describe similarities/differences between the assessments.

Two paragraphs that provide a general overview of the assessments, including similarities and differences.

Two paragraphs that provide a definition, overview, and description of the assessments, describing specific similarities and differences.

Purposes

Provides a vague purpose or reason for using each assessment.

Provides a general description of the purpose of each assessment, how it is used, and for whom.

Thoroughly describes the purpose of each assessment, what information is provided, the various populations that are assessed.

Areas Assessed

Provides a general or incomplete list of the areas assessed for each assessment.

States the domains and areas to be assessed in both types of assessments. Includes categories and sections where skills are measured.

Describes specific domains, sections and subsections as they are specifically listed. Provides examples of actual skills and abilities that are measured.

Administration of Assessments

Provides a general or inaccurate description of who may implement each type of assessment tool.

States who administers each assessment, including any required qualifications.

States who typically administers each assessment, including any specific qualifications needed. Mentions the methods for evaluating students.

Scores and results

Lists the types of scores that are determined. Does not provide how they are used or what specific student characteristics have been measured.

Describes the types of scores and results found in each assessment. Indicates what the results tell us about a student’s skills, areas of strength, or needs.

Describes what types of ratings or scores are used and what they indicate about the diagnosis, skills level, areas of strength or needs of a student, and if it is considered a formal or informal score.

Use of Results

Inaccurate or vague or description of how the results may be used by teachers. Provides no specific examples

Describes how results can be used for instruction.

Provides examples of how teachers can use the results in planning, instruction, or assessment.

Role in IEP Process

Provides inaccurate or limited role each assessment plays in the development of the IEP.

Provides a summary paragraph that discusses the uses of IQ and Adaptive Behavior Assessments in the creation of the IEP.

Thoroughly describes how IQ and Adaptive Behavior Assessments are used both individually and interactively in various sections of the IEP.