The document proposes a two-component model for assessment: prereferral and post-referral. The prereferral component involves informal assessment like observation and error analysis by teachers to develop and monitor remedial programs, with the goal of avoiding special education referral. The post-referral component includes formal assessment and documentation of educational needs, usually resulting in decisions about eligibility and placement, as well as IEP development. The process is initiated through preliminary data collection and referrals to request assistance or maintain eligibility. A variety of procedures should be used, including norm-referenced tests, criterion-referenced tests, interviews, records reviews, and portfolios.

1. The Assessment Process:
A Proposed Model
Analuz A.Fuentebella
MAED MA-SPED
MASE 414A
Submitted to: Dr. Aida Damian Ed D
University of Perpetual Help System Dalta
The AssessmentProcess:
A Proposed Model
Why do we assess?
To identify individuals who may need additional evaluation or help. Can be
used to identify children at-risk (infants & toddlers). It Assists in designing

2. interventions & monitoring their progress.Assessmentdata gathered before
a referral – can provide informationto documentthe need fora formalreferral
The DIBELSis widelyused in this area to monitor reading interventions. One
of the more important roles of assessment is to determine appropriate
teaching programs and strategies. In determining this assessment can
provide prereferral information to document the need for a formal referral.
Assessment information should also be used to make a decision
about the most appropriate educational placement for a student with
disability. In assessing data are also important in determining appropriate
objectives for the students. The objectives that are identified for exceptional
students are sequential breakdown of those skills that provide a link between
the student’s current performance level and the projected annual goals. We
also assess for initial identification purposes, therefore is used to identify
individuals who might need additional evaluation who might develop
problems in the future.
What are the components of the proposed model?
The process should be monitored and should be flexible enough to be
modified if necessary. One way to view assessment is to break it down into
two components: prereferral and post-referral.

3. The prereferral component is to develop and implement a teaching and
remedial program. And to monitor the effectiveness of the program by
observing the student’s progress.
Assessment in this component is conducted before making a referral
for special education services and will, it is hoped, result in no referral at all.
This componentis heavily weighted toward informal assessmentprocedure,
such as observation, error analysis of work product, curriculum based
assessment. The prereferral component is usually implemented by the
teacher within the currents educational setting.
The post referral component includes the documentation of an
educational need and usually results in decisions about eligibility and
program placement.Italso might result in the developmentof formalized IEP
that includes the goal, objectives, instructional strategies. It includes both
formal assessment and informal assessment procedure. A multidisciplinary
approach is used during this component. It’s possible to have both
components in a particular student.
Explain each process and support your answer
How Is the Process Initiated?
 Preliminary assessmentdata should be collected first

4. The documentation should include about the type of behavior, more
extensive assessmentcan be done.
 Referrals may be made to requestassistance
To maintain eligibility for specialeducation services
 If a studentis referred,they will more than likely be eligible for
specialed.
These datastress the importance and significance of making a referral.
What Procedures Should Be Used
 Scoring Norm-Referenced Tests
Raw scores are obtained by norm-referenced tests
Educational & Psychological Testing (AERA 1999)
 Interpreting Norm-Referenced Tests
Consider the task demands of the test itself
StandardsofEducational& PsychologicalTesting(AERA
1999)
 Criterion-Referenced Tests & Curriculum-Based Assessment
Criterion-referenced test (CRT)
Curriculum-based assessment (CBA)
Curriculum-based measurement (CBM)
 Power Versus Speed Tests – Many tests are a combination

5. Power test
Speed test
What Procedures Should Be Used
 IndividualVersus Group Tests
Both individualand group testing have their place in the
assessmentprocess
 Other AssessmentProcedures
Checklists & observation
SchoolRecords
DirectInterviews
ParentInterviews
 Omnibus interview
 Behavior-specific interview
 Problem-solving interview
Medical& DevelopmentalHistories
Error Analysis – Useful but … Ask students how they
perform tasks – Have them “walk through” the process
 Use of Portfolios
 Alternative assessmentprocedures have gained
popularity

6.  Informalor Formalprocedures
 Summative or Formativeassessment