Abstract
• A comprehensive assessment system, including data from local assessments (e.g., formative assessment practices, interim assessments) can help inform instructional decisions for students with disabilities, including students with significant cognitive disabilities and English learners with disabilities. • Pre-assessment to plan instruction can help guide the instructional planning process and improve the learning experience for students with disabilities, as well as for other students. • Interim assessments can support instructional decision making, but they also have the potential to negatively impact individual students and groups of students if not selected and used with caution. • Special education leaders need to be knowledgeable about selecting and implementing local assessments to help ensure that the resulting data are useful and valid for the intended purposes.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 86-98 |
| Number of pages | 13 |
| Journal | Journal of Special Education Leadership |
| Volume | 35 |
| Issue number | 2 |
| State | Published - Sep 2022 |
Bibliographical note
Funding Information:Sheryl S. Lazarus, Ph.D., is the Director for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. E-mail: laza0019@umn.edu Susan M. Brookhart, Ph.D., is Professor Emerita in the School of Education at Duquesne University. E-mail: suebrookhart@gmail.com Gail Ghere, Ph.D., is a Research Associate for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. E-mail: ghere002@umn.edu Kristin K. Liu, Ph.D., is the Assistant Director for the National Center on Educational Outcomes, Masonic Institute for the Developing Brain/University of Minnesota, 2025 East River Parkway, Minneapolis, MN 55414. E-mail: kline010@umn.edu Conflict of Interest Disclosure. The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding Disclosure. The preparation of this article was supported by the Office of Special Education Programs, U.S. Department of Education, through Cooperative Agreement H326G21002 with the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Office or the U.S. Department of Education.
Publisher Copyright:
© 2022, Council of Administrators of Special Education. All rights reserved.
Keywords
- Formative Assessment Practices
- Interim Assessment
- Local Assessments
- Pre-Assessment
