A good part of the assessment of children in special education programs is formal and standardized. There are formal tests that are used to help test and evaluate individual children. With children in special education programs, the testing needs to be constant – it needs to be an ongoing thing.
Other kinds evaluation exist too, that are sort of informal. Teachers use these for the ongoing assessment of their students so they can meet their Individual Education Program goals.
They assess the children they are charged with on schoolwork usually, handing out teacher prepared tests on different chapters.
The formal assessment of children in special education runs the gamut. There are all these highly specialized and well thought out tests.
Intelligence testing happens to be one of the more potent ones. The intelligence test happens to be one of the more important ones.
They do them one-on-one on individual children, and they use these to be able to single children out for admission to a gifted program. They do not include the intelligence quotient scores that these tests generate in the Evaluation Reports or in any other confidential student documents.
They typically use one of two kinds of achievements tests. The first test evaluates the entire class as a kind of group achievement test. There are also tests that they give to each student, one by one.
When it comes to testing large groups, they use the annual state assessments that is the same kind used by the No Child Left Behind program. They also use other tests like the Terra Nova and the Iowa Basics models.
Individualized achievement tests are standardized tests. The Woodcock Johnson test of student achievement, the Key Math 3 diagnostic assessment test and others were administered to students in one-on-one sessions.
But it is not all about tough achievement related tests. They also use tests in functional behavior. Any child with disabilities like autism needs to be assessed for the kind of specific area they have problems in.
The ABBLS (ssessment of Basic Language and Learning Skills)test is one of the better-known ones. The Vineland Adaptive Behavior Scales would be another.
And finally, criterion based teacher created assessments can be invaluable for ongoing assessments. Teachers design these themselves to see if they are meeting their Individual Education Program goals. They carry out the assessment of children this way with picture and word cards, paper tests and so on.