As part of my duties with pepnet 2 (national grant funded through the US Department of Education, Office of Special Education Programs), I work with evaluation and assessment through the development and analysis of our database. While I work with evaluation and assessment in this realm, it is not something I have an in-depth understanding of in the area of teaching. Chapter 14 has helped me to think about assessment in a different arena and expand upon the understanding I have of validity and reliability and the types of assessment.
The case study of "The Math Test" with Ms. Ford was frustrating to read. The approach and tone used seemed to me to have the potential to be counterproductive to what she wanted to accomplish with instruction. When my oldest son was in 1st grade (almost 15 years ago), his teacher explained to me that when she gives a test and a large percentage of the students do poorly, she automatically looks at herself and her approach to see what she needs to do differently. That explanation has always stuck with me since and came to mind reading the case study. I couldn't help but wonder why Ms. Ford wasn't stepping back and reviewing her approach.
With the increase of mainstreaming over the last 10 to 15 years, it is interesting that the book minimally addresses the issue of accommodations for students with special needs. In addition, the difficulties and struggles that standardized testing for students with disabilities is not addressed. For me it raises the question of how mainstream classroom teachers are prepared to deal with standardized testing for this population. While accommodations are a critical component for testing, they are not the only issue at hand for students with disabilities.
For example, when considering students who are deaf or hard of hearing, the complexity of the english language can create difficulties for some students. The National Task Force on Equity in Testing Deaf Persons at Gallaudet University provides information regarding test construction, test accommdations and technology: http://research.gallaudet.edu/NTFETDHHI/stantest.html.
Do teachers deal with these issues on an as needed basis? If so, where do they go for reliable information so that they can not only accommodate the student but also provide instruction to help the student be successful not only in testing but in the course as well?
This chapter is also helping me to think about how as an interpreter I would need to prepare for instruction and testing preparation to provide the student with an equivalent message via American Sign Langauge. For both the teacher and the interpreter, it is important to keep the needs of the student first and foremost in our minds.
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