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Descriptive Statements:
- Demonstrate knowledge of basic assessment terminology and the characteristics, uses, and limitations of various types of formal, informal, and alternative assessments.
- Apply knowledge of strategies for selecting, adapting, and modifying assessments in given situations, including the assessment of nonverbal students and English language learners.
- Apply knowledge of strategies and procedures for administering assessments, including strategies for using technology and procedures to avoid bias during the assessment process.
Sample Item:
A special education teacher is participating in a three-year reevaluation of a high school student with an intellectual disability. As part of an assessment, the teacher accompanies the student to a store and asks the student to locate and purchase an item. This is an example of which of the following types of assessments?
- ecological
- portfolio
- authentic
- interview
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of the characteristics of various types of assessments. An authentic assessment is a method of evaluating a student's problem-solving abilities in real-life situations. In this scenario, the high school student is being assessed on the ability to perform life skills in a community-based setting.
Descriptive Statements:
- Apply knowledge of screening, prereferral, referral, and eligibility procedures.
- Interpret and use information from formal and informal assessments to collaborate with the team in making eligibility, program, and placement decisions; determining student goals; and planning and evaluating instruction.
- Identify components of Individualized Education Programs (IEPs) and the roles special education teachers, general education teachers, students with disabilities, parents/guardians, related services providers, and others play in planning and implementing IEPs, transition plans, behavioral intervention plans, and other individualized plans.
- Apply knowledge of the continuum of placement and services available for students with disabilities, including knowledge of supports students need for integration into various program placements.
- Apply knowledge of strategies for integrating affective, social, and life skills with academic curricula; for incorporating and implementing instructional and assistive technology into students' educational programs; and for prioritizing areas of the general curriculum for students with disabilities.
Sample Item:
A fifth-grade student with autism spectrum disorder (ASD) attends a general education class full time with support from a special education teacher. Which of the following would be the most effective way for the Individualized Education Program (IEP) team to integrate social skills training into the general academic curriculum for this student?
- Incorporate individual counseling services into the student's IEP.
- Establish clear expectations for appropriate classroom behavior.
- Assign the student a one-on-one aide to model appropriate behavior.
- Include peer-to-peer supports in the general education class as part of the student's IEP.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to apply knowledge of strategies for integrating social skills with academic curricula. Research has shown that using peer-to-peer supports is an effective strategy for supporting students with autism spectrum disorder (ASD) in the general education setting. The peers serve as role models to students with ASD in supporting their development of academic and social skills.
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