Life Skills Assessment


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  • Life Skills Assessment

    1. 1. Life Skills Assessment SpEd 556
    2. 2. Norm-Referenced Tests <ul><li>Norm-Referenced Tests </li></ul><ul><ul><li>Compare an individual’s performance to the performance of his or her peers </li></ul></ul><ul><ul><li>Emphasis is on the relative standing of individuals rather than on absolute mastery of content </li></ul></ul><ul><ul><li>Designed to separate the performances of individuals so that there is a distribution of scores </li></ul></ul>
    3. 3. Norm-Referenced Tests <ul><li>Useful for eligibility decisions </li></ul><ul><li>Students with DCD </li></ul><ul><ul><li>Measures of intellectual functioning </li></ul></ul><ul><ul><li>Measures of adaptive behavior </li></ul></ul>
    4. 4. Criterion-Referenced Tests <ul><li>Rather than indicating a person’s relative standing in skill development--measure a person’s development of particular skills in term of absolute levels of mastery </li></ul><ul><li>Recommended for the purpose of assisting in planning appropriate programs for children </li></ul><ul><li>Identifies the specific skills that the student does or does not have (mastery) </li></ul>
    5. 5. Criterion-Referenced Tests <ul><li>Information obtained from criterion-referenced tests facilitate the writing of objectives </li></ul><ul><li>Test items sample sequential skills--identifying where to begin instruction and to understand the instructional sequence </li></ul>
    6. 6. Brigance Assessments <ul><li>Brigance Diagnostic Inventory of Basic Skills </li></ul><ul><li>Brigance Diagnostic Inventory of Essential Skills </li></ul><ul><li>Brigance Diagnostic Life Skills Inventory </li></ul><ul><li>Brigance Diagnostic Employability Skills Inventory </li></ul>
    7. 7. Brigance Diagnostic Comprehensive Inventory of Basic Skills <ul><li>Assessment of 203 skill sequences in: </li></ul><ul><ul><ul><li>Readiness </li></ul></ul></ul><ul><ul><ul><li>Speech </li></ul></ul></ul><ul><ul><ul><li>Listening </li></ul></ul></ul><ul><ul><ul><li>Reading </li></ul></ul></ul><ul><ul><ul><li>Spelling </li></ul></ul></ul><ul><ul><ul><li>Writing </li></ul></ul></ul><ul><ul><ul><li>Research and study skills </li></ul></ul></ul><ul><ul><ul><li>Graphs & Maps </li></ul></ul></ul><ul><ul><ul><li>Math </li></ul></ul></ul><ul><li>Primarily used to: </li></ul><ul><ul><li>Assess elementary and middle school students </li></ul></ul><ul><ul><ul><li>Prekindergarten to grade nine </li></ul></ul></ul><ul><ul><li>Assess basic academic skills </li></ul></ul><ul><li>Measurement is: </li></ul><ul><ul><li>Criterion-referenced </li></ul></ul><ul><ul><ul><li>Focus on the content rather than comparison to others </li></ul></ul></ul>
    8. 8. Brigance Basic Skills Math Skills <ul><li>Grade placement </li></ul><ul><li>Numbers </li></ul><ul><li>Number facts </li></ul><ul><li>Computation </li></ul><ul><li>Fractions </li></ul><ul><li>Decimals </li></ul><ul><li>Percents </li></ul><ul><li>Time </li></ul><ul><li>Money </li></ul><ul><li>Measurement </li></ul>
    9. 9. Brigance Basic Skills <ul><li>Inventory may be used as: </li></ul><ul><li>Assessment Instrument </li></ul><ul><ul><li>Identify areas of strength and weakness </li></ul></ul><ul><ul><li>To identify basic skills within areas </li></ul></ul><ul><ul><li>Identify instructional objectives </li></ul></ul><ul><li>Instructional guide </li></ul><ul><ul><li>Objectives stated in functional and measurable terms </li></ul></ul><ul><li>Record-keeping and Tracking System </li></ul><ul><li>The instrument: </li></ul><ul><ul><li>Gives continuity to your program of basic skills </li></ul></ul><ul><ul><li>Simplifies and combines the processes of assessing, diagnosing, record-keeping, and instructional planning </li></ul></ul>
    10. 10. Brigance Diagnostic Inventory of Basic Skills <ul><li>Administration </li></ul><ul><ul><li>Too extensive to be administered in its entirety </li></ul></ul><ul><ul><li>Decide what assessment will provide the most valuable data within reasonable time </li></ul></ul><ul><ul><li>Initiate assessment at the skill level where student can be successful (refer to grade levels in manual) </li></ul></ul><ul><li>Student Record Book </li></ul><ul><ul><li>Color coding </li></ul></ul><ul><ul><ul><li>Ongoing, graphic, specific, and easily interpreted record (see overheads) </li></ul></ul></ul>
    11. 11. Brigance Diagnostic Inventory of Essential Skills
    12. 12. Brigance Inventory of Essential Skills <ul><li>Two parts-- </li></ul><ul><ul><li>Section A through T--basic academic skills </li></ul></ul><ul><ul><li>Sections U through Z--applied skills </li></ul></ul><ul><ul><li>Applied Skills </li></ul></ul><ul><ul><ul><li>Health & Safety </li></ul></ul></ul><ul><ul><ul><li>Vocational </li></ul></ul></ul><ul><ul><ul><li>Money & Finance </li></ul></ul></ul><ul><ul><ul><li>Travel & Transportation </li></ul></ul></ul><ul><ul><ul><li>Food & Clothing </li></ul></ul></ul><ul><ul><ul><li>Oral Communication & Telephone Skills </li></ul></ul></ul>
    13. 13. Brigance Inventory of Essential Skills <ul><li>Includes: </li></ul><ul><ul><li>186 skill sequences </li></ul></ul><ul><ul><li>10 rating scales </li></ul></ul><ul><li>Easy to follow format </li></ul><ul><li>Has two forms (A&B) </li></ul><ul><li>Easily adapted to accommodate different assessment situations </li></ul>
    14. 14. Brigance Diagnostic Life Skills Inventory Albert H. Brigance Curriculum Associates, Inc.
    15. 15. Brigance Life Skills Inventory <ul><li>Areas assessed: </li></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Speaking </li></ul></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Comprehending </li></ul></ul><ul><ul><li>Computing </li></ul></ul><ul><li>Within context of everyday life situations </li></ul>
    16. 16. Brigance Life Skills Inventory <ul><li>Subscales </li></ul><ul><ul><li>Speaking & listening skills </li></ul></ul><ul><ul><li>Functional Writing Skills </li></ul></ul><ul><ul><li>Words on common signs and warning labels </li></ul></ul><ul><ul><li>Telephone Skills </li></ul></ul><ul><ul><li>Money and finance </li></ul></ul><ul><ul><li>Food </li></ul></ul><ul><ul><li>Clothing </li></ul></ul><ul><ul><li>Health </li></ul></ul><ul><ul><li>Travel & transportation </li></ul></ul>
    17. 17. Brigance Employability Skills Inventory Albert H. Brigance Curriculum Associates, Inc.
    18. 18. Brigance Employability Skills Inventory <ul><li>Subscales </li></ul><ul><ul><li>Reading grade placement </li></ul></ul><ul><ul><li>Career Awareness and Self Understanding </li></ul></ul><ul><ul><li>Job seeking skills & knowledge </li></ul></ul><ul><ul><li>Rating scales </li></ul></ul><ul><ul><ul><li>Self concept, attitudes, responsibility, self-discipline, motor coordination, thinking skills, job-interview </li></ul></ul></ul><ul><ul><li>Reading skills (in relation to employment) </li></ul></ul><ul><ul><li>Speaking & listening skills </li></ul></ul><ul><ul><li>Preemployment writing </li></ul></ul><ul><ul><li>Math skills & concepts </li></ul></ul>
    19. 19. Checklist of Adaptive Living Skills
    20. 20. Checklist of Adaptive Living Skills (CALS) <ul><li>Criterion-referenced, individually administered measure ( infants to mature adults) </li></ul><ul><ul><li>Tool for program planning </li></ul></ul><ul><ul><ul><li>Determine instructional needs </li></ul></ul></ul><ul><ul><ul><li>Develop individualized training objectives </li></ul></ul></ul><ul><ul><ul><li>Monitor progress of learners </li></ul></ul></ul><ul><ul><ul><li>Can be used: </li></ul></ul></ul><ul><ul><ul><ul><li>each time the learner’s long-term goals are evaluated </li></ul></ul></ul></ul><ul><ul><ul><ul><li>each time learner experiences major change in environment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>each time there is need to select new or different skill areas for evaluation </li></ul></ul></ul></ul>
    21. 21. Checklist of Adaptive Living Skills (CALS) <ul><li>800 specific adaptive behaviors </li></ul><ul><li>Four domains </li></ul><ul><ul><li>Personal living skills </li></ul></ul><ul><ul><li>Home living skills </li></ul></ul><ul><ul><li>Community living skills </li></ul></ul><ul><ul><li>Employment skills </li></ul></ul><ul><li>Broad domains subdivided into 24 specific skills modules </li></ul><ul><li>Items arranged in order of progressive difficulty </li></ul>
    22. 22. Life Centered Career Education Batteries (LCCE) Don Brolin Council for Exceptional Children (CEC)
    23. 23. LCCE Knowledge Battery
    24. 24. LCCE Knowledge Battery <ul><li>Standardized, Criterion-Referenced Assessment </li></ul><ul><li>Developed to be used with 7-12 grade students </li></ul><ul><li>200 multiple choice questions that cover 20 of the 22 competencies </li></ul><ul><li>Sample of basic knowledge </li></ul>
    25. 25. LCCE Performance Battery <ul><li>Nonstandardized, criterion-referenced instrument </li></ul><ul><li>Assesses 21 of the competencies </li></ul><ul><li>Items are performance based </li></ul>
    26. 26. COACH
    27. 27. Selecting Curriculum Areas <ul><li>Communication </li></ul><ul><li>Socialization </li></ul><ul><li>Personal management </li></ul><ul><li>Leisure and Recreation </li></ul><ul><li>Selected Academics </li></ul><ul><li>Home </li></ul><ul><li>School </li></ul><ul><li>Community </li></ul><ul><li>Vocational </li></ul>
    28. 28. Additional Learning Outcomes <ul><li>Step 2 designed to identify learning outcomes beyond the priorities selected during the Family Interview (top 8 priorities) </li></ul><ul><li>Additional learning outcomes may come from: </li></ul><ul><ul><li>Coach items that were not previously prioritized </li></ul></ul><ul><ul><li>General education </li></ul></ul>
    29. 29. General Supports <ul><li>Step 3 is designed to determine and document general supports that are necessary for the student to access and participate in his or her individualized education program </li></ul><ul><li>They clarify what other needs to do to or for the student </li></ul>
    30. 30. Scheduling Matrix <ul><li>The purpose of this step is to explore scheduling possibilities by comparing the student’s educational program components to general class activities. </li></ul>
    31. 31. Assessment Overview <ul><li>Brigance Scales </li></ul><ul><ul><li>Assess basic skills, life skills, employability skills (direct assessment with some indirect with rating scales) </li></ul></ul><ul><li>Checklist of Adaptive Behavior (CALS) </li></ul><ul><ul><li>Criterion-referenced adaptive behavior assessment (indirect assessment) </li></ul></ul><ul><li>LCCE Batteries </li></ul><ul><ul><li>Knowledge Battery-direct assessment of students’ knowledge of like skill issues </li></ul></ul><ul><ul><li>Performance Battery-direct assessment of students’ performance relative to life skills (with some rating scales) </li></ul></ul><ul><li>COACH </li></ul><ul><ul><li>Assessment process that identifies & prioritizes student needs, additional learning outcomes, and general supports to include addressing how needs can be addressed in the general education classroom </li></ul></ul>