Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.
Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Common Core
Knowledge: |
| CC8K1 | Basic terminology used in assessment. |
| CC8K2 | Legal provisions and ethical principles regarding assessment of individuals. |
| CC8K3 | Screening, pre-referral, referral, and classification procedures. |
| CC8K4 | Use and limitations of assessment instruments. |
| CC8K5 | National, state or provincial, and local accommodations and modifications. |
Skill: |
| CC8S1 | Gather relevant background information. |
| CC8S2 | Administer nonbiased formal and informal assessments. |
| CC8S3 | Use technology to conduct assessments. |
| CC8S4 | Develop or modify individualized assessment strategies. |
| CC8S5 | Interpret information from formal and informal assessments. |
| CC8S6 | Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. |
| CC8S7 | Report assessment results to all stakeholders using effective communication skills. |
| CC8S8 | Evaluate instruction and monitor progress of individuals with exceptional learning needs. |
| CC8S9 | Create and maintain records. |
Early Childhood
Knowledge: None in addition to Common Core |
Skill: |
| EC8S1 | Assess the development and learning of young children. |
| EC8S2 | Select, adapt and use specialized formal and informal assessments for infants, young children and their families. |
| EC8S3 | Participate as a team member to integrate assessment results in the development and implementation of individualized family service plans and individualized education plans. |
| EC8S4 | Assist families in identifying their concerns, resources, and priorities. |
| EC8S5 | Participate and collaborate as a team member with other professionals in conducting family-centered assessments. |
| EC8S6 | Evaluate services with families. |
9. Professional and Ethical Practice
