School Team Project On Formative Assessments.

1. Formative Assessment Assignment
Jeanette Bonner
Madison Jones
Marc Tomo
John T. Williams
MTH 575
Jennifer Johnson
21 December 2015

2. The Process of Formative Assessment
Helps
The process of assessment helps
teachers to see if the students are
getting the information they need to
learn, or if they need a different
strategy for learning the material. It
helps students see how much they
have improved, and the success can be
motivating. It can lead to finding
different ways to apply what the

3. The Process of Formative Assessment
Helps
As well as everything we have said,
the assessment process can also be
used to prove that the students have
learned and improved. The same
collection of data that is used to
determine if the strategies being used
are working, or need to be modified,
can also show the improvement over
time, from the beginning of the unit,

4. The Process of Formative Assessment
Helps
As teachers collect the data, they can
see the areas of strength and weakness
for each student, and the class as a
whole. This information can then be
used to make decisions on how to
present the next

5. Assessment 1
Specific Learning Disability
Specific learning disability: This is a disorder
with one or more of the basic psychological
processes involved in speaking, listening,
reading, writing, or math. With students with
specific disabilities their work may be
modified. For example is a student is not
capable he or she could be allowed to type
sentences on an assessment. An
accommodation would be if a student has
trouble reading that somebody may read test
questions to them during the assessment.

6. Assessment 2
Orthopedically Impaired
Orthopedically Impaired: This is any
condition that interferes with the student using
his or her body. Some students may require
assistance from moving from one place to
another because they are paralyzed. Teachers
have to find a way to help these students with
keeping their supplies in order. They may have
to clip papers down so they don’t slip and fall.
Sometimes these students will use special
equipment to keep things in order when they
are working with rulers and calculators.

7. Assessment 3
Other Health Impaired (OHI)
Improvisation/ Skit:
Since students with OHI have attention difficulties, it
can be beneficial to have them up and doing something
to demonstrate their knowledge and skill, that has more
aspects to keep their attention going, instead of
wandering. By providing different ways to learn the
lesson, and to demonstrate their knowledge, you can get
a better picture of how much these students know and
can do than you can with just written work, or quizzes.
This can also help kinesthetic learners, and provide a
good break in the routine for everyone in the class,
which is also needed for learning, by giving students
time to process,and to view the material in a different

8. Assessment 4
Intellectual Disability
From the WISC-IV: Processing Speed
Index
The Processing Speed Index subtests are as
follows:
Coding – children under 8 mark rows of
shapes with different lines according to a code,
children over 8 transcribe a digit-symbol code.
The task is time-limited with bonuses for speed.
Symbol Search – children are given
rows of symbols and target symbols, and asked
to mark whether or not the target symbols
appear in each row.

9. Assessment 4
Intellectual Disability

Cancellation (supplemental)- children scan
random and structured arrangements of pictures and
marks specific target pictures within a limited
amount of time.
From the WISC-IV: Working Memory
Index
The Working Memory Index (formerly known as
Freedom from Distractibility Index) subtests are as
follows:
Digit Span – children are orally given sequences of
numbers and asked to repeat them, either as heard or
in reverse order.

10. Assessment 4
Intellectual Disability
Letter-Number Sequencing – children are
provided a series of numbers and letters and
asked to provide them back to the examiner in a
predetermined order.
Arithmetic (supplemental) – orally
administered arithmetic questions. Timed.

11. Assessment 5
Autism
Receptive and Expressive assessment: Working with Autistic
students on a one on one basis is comforting environment for
them, because that is what they are used to. Assessing the
student with a mix or receptive and expressive demands is
the simplest way to recognize if the student have learned,
maintained, and generalized the information taught. With
this assessment the teacher is able to also teach while
assessing. The teacher can do transfer trials with the student
if they do not answer a question, or demand correctly. Some
accommodations are allowing the student the extra
processing time that they need, being able to repeat the
demand as needed, and having materials physically in front
of the student. If the student is nonverbal, this assessment
can still take place. The student will be allowed to use his or

12. Assessment 6
Visually Impaired
Verbal/Expressive assessment: Assessing students who are
visually impaired can be challenging. Replacing all of the
worksheets and test and having them written in braille is
one choice of an assessment, but conducting a verbal
assessment is more beneficial for visually impaired
students. A verbal one on one assessment will allow the
students to gain a better understanding of the test
questions since they will not be struggling to read them
and focusing more on reading them via braille than the
actual answer. Assessing the students in this way may
also allow the student’s anxiety to decrease since the
formative assessment is more relaxed and conversation
setting. Some accommodations for the visually impaired
students are

13. Assessment 6
Visually Impaired
(1) Timing- extended time
(2) Flexible scheduling- giving more days to complete
(3) Accommodated presentation- materials presented in
a fashion different than traditional
(4) Setting-quiet room or small group
(5) Response accommodation – orally, scribe, or
human reader” ("Perkins School Of The Blind",
2015).

14. Assessment 7
Hearing Impaired
The child has a diagnosed physical or mental condition
or disorder with a high probability of resulting in a
delay, regardless of whether the child has a currently
demonstrated need or demonstrated delay. Hearing
loss in young children is identified as one of these
diagnosed physical conditions for which a child and
family may be eligible for early intervention
services.

15. QUESTIONS FOR CONDUCTING A STUDENT
INTERVIEW
1. What do you say to people who ask about your
hearing loss?
2. How do you feel about asking classmates for
repetition or clarification?
3. How do you ask your teachers for clarification? (Do
you go up to their desk and ask privately or do you
raise your hand and ask questions in class?)
4. Do you seek the correct seat placement? Does the
teacher remind you to sit in the best place?
5. Do students tease you? If yes, is the teasing related
to your hearing loss?

16. QUESTIONS FOR CONDUCTING A STUDENT
INTERVIEW
6. Do you ever feel left out? If so, is it because of your
hearing loss?
7. What are the hardest places for you to hear your
teachers/peers?

17. Assessment 8
Gifted and Talented
Small Group Discussion:
Where different ways of solving the type of
problems, the application of these kinds of problems,
and possible project ideas are discussed. This should
go along with, or have the students working
problems, to demonstrate their understanding and
knowledge of the process, and to prepare for a final
project. This is one way of attaching the math to real
world applications/problems. It also helps to keep the
students who are gifted interested, and pushes them
to go deeper into the material. The work within this
group can go into each students' portfolio for later