D.Ed. Special Education (IDD) Notes – Paper 3, Unit 1: Concept of assessment
1.1. Definition and meaning of screening, assessment, evaluation, testing and measurement.
Understanding the terms screening, assessment, evaluation, testing, and measurement is essential in the field of special education. These terms are related to the process of identifying, understanding, and planning support for children with developmental disabilities.
1. Screening
Definition:
Screening is a brief process used to identify children who may be at risk of developmental delays or disabilities. It is not a diagnosis but a first step to decide if further assessment is needed.
Meaning in simple words:
Screening is like a quick check to see if a child is developing normally or may need help. If a problem is found, the child is referred for a more detailed assessment.
Example:
A teacher uses a simple checklist to observe if a 3-year-old child is speaking clearly or walking properly.
Key Features:
- Quick and easy to use
- Helps identify at-risk children
- Used with all children (universal screening)
- Does not give a diagnosis
2. Assessment
Definition:
Assessment is a systematic process of collecting information about a child’s development, learning, behavior, and needs using different tools and techniques.
Meaning in simple words:
Assessment means carefully observing and collecting information to understand how a child is doing in different areas like thinking, language, movement, and social skills.
Example:
A special educator observes a child in the classroom, talks to parents, and uses checklists and activities to understand the child’s strengths and difficulties.
Key Features:
- Ongoing process
- Uses many methods (observation, interviews, tools)
- Helps in planning educational programs
- Can be formal or informal
3. Evaluation
Definition:
Evaluation is a formal process of determining the nature and extent of a child’s disability and deciding their eligibility for special education services.
Meaning in simple words:
Evaluation is a detailed study done by experts to find out if a child has a disability and what kind of support they need in school.
Example:
A team of professionals (special educator, psychologist, speech therapist) assesses a child and prepares a report to decide if the child should receive special education.
Key Features:
- In-depth and formal
- Done by trained professionals
- Helps decide eligibility for services
- Usually done once a year or as needed
4. Testing
Definition:
Testing is the use of standardized tools (with fixed questions and scoring) to measure a child’s performance in specific areas.
Meaning in simple words:
Testing is giving a child certain tasks or questions to see how well they do compared to other children of the same age.
Example:
An IQ test or a reading test where the child answers questions and gets a score.
Key Features:
- Standardized and formal
- Has specific instructions and scoring
- Gives a score or level
- One part of the assessment process
5. Measurement
Definition:
Measurement is the assignment of numerical values (like scores or levels) to a child’s abilities, skills, or behavior based on tests or observations.
Meaning in simple words:
Measurement means giving numbers to what we see in a child’s performance — like saying a child scored 80 out of 100 in a language test.
Example:
After testing, a child is said to have a mental age of 6 years or a 75% score in social skills.
Key Features:
- Gives objective and quantitative data
- Helps in comparing progress
- Supports decisions in education planning
All these terms are connected and are used to understand the developmental needs of children with disabilities:
- Screening helps in identifying at-risk children early.
- Assessment helps in gathering more information about their strengths and needs.
- Evaluation confirms the presence of a disability and the need for special services.
- Testing is one method of assessment that gives scores.
- Measurement helps track progress and compare performance.
Understanding these terms ensures that children with developmental disabilities receive the right support at the right time.
1.2. Assessment for diagnosis and certification – intellectual assessment, achievement, aptitude and other psychological assessments.
Assessment is a vital step in understanding the abilities and challenges of children with developmental disabilities. It helps in diagnosing the condition, planning intervention, and providing certification for availing government benefits and services. In this topic, we will explore the different types of psychological assessments used for diagnosis and certification, including:
- Intellectual Assessment
- Achievement Tests
- Aptitude Tests
- Other Psychological Assessments
1. Intellectual Assessment
Definition:
Intellectual assessment refers to the evaluation of a person’s intellectual functioning, usually measured in terms of Intelligence Quotient (IQ). It helps in diagnosing conditions like Intellectual Disability (ID).
Purpose:
- To determine the level of intellectual functioning
- To identify the presence and severity of intellectual disability
- For certification and access to special education services or government schemes
Commonly Used IQ Tests:
- Binet-Kamat Test of Intelligence (Indian adaptation of Stanford-Binet)
- Wechsler Intelligence Scale for Children (WISC)
- Raven’s Progressive Matrices
- Malin’s Intelligence Scale for Indian Children (MISIC)
IQ Classification by WHO and Indian Guidelines:
| IQ Score | Classification | Level of ID |
|---|---|---|
| 50–69 | Mild | Educable |
| 35–49 | Moderate | Trainable |
| 20–34 | Severe | Dependent |
| Below 20 | Profound | Totally Dependent |
Note: IQ tests should be administered by trained professionals like clinical psychologists.
2. Achievement Tests
Definition:
Achievement tests measure what a child has already learned or mastered in areas like reading, writing, mathematics, and other school subjects.
Purpose:
- To understand academic progress
- To compare the child’s actual performance with the expected level (based on age or grade)
- To identify learning disabilities or specific difficulties in academic areas
Common Tools:
- Curriculum-Based Assessment (CBA)
- Wide Range Achievement Test (WRAT)
- Woodcock-Johnson Tests of Achievement
In India, teacher-made tests and classroom-based assessments are often used for practical purposes.
3. Aptitude Tests
Definition:
Aptitude tests measure a child’s natural ability or potential to learn or perform in specific areas, such as logical reasoning, numerical ability, or mechanical skills.
Purpose:
- To guide in career or vocational planning
- To identify strengths in specific areas even if academic performance is low
- Useful for planning vocational training for children with disabilities
Common Aptitude Tests:
- Differential Aptitude Tests (DAT)
- General Aptitude Test Battery (GATB)
- Rao’s Aptitude Test (Indian adaptation)
These tests help identify areas where the child can perform well with proper support and training.
4. Other Psychological Assessments
These assessments provide a deeper understanding of the child’s emotional, behavioral, and personality aspects.
Types include:
- Behavioral Assessments: Check for behaviors like hyperactivity, aggression, or social withdrawal.
- Example: Behavior Rating Scales, Vineland Adaptive Behavior Scale (VABS)
- Personality Assessments: Understand the personality traits and emotional condition of the child.
- Example: Children’s Apperception Test (CAT), Draw-A-Person Test
- Adaptive Behavior Scales: Evaluate practical, social, and communication skills.
- Example: Vineland Adaptive Behavior Scale (VABS), AAMD Adaptive Behavior Scale
Purpose:
- To plan individualized intervention
- To support diagnosis by showing how the child functions in daily life
- For inclusive education planning and therapeutic support
Certification Process in India
For children with Intellectual Disability, assessment reports are used for disability certification under the Rights of Persons with Disabilities (RPwD) Act, 2016.
Steps for Certification:
- Child is referred to a certified medical board
- IQ assessment and other psychological evaluations are conducted
- Form IV and V (from the Act) are filled with reports and signatures
- Certificate is issued showing the percentage of disability
Note: Certification is important for accessing:
- Special schools
- Government benefits (scholarships, travel passes, reservation in jobs/education)
Summary
Assessment for diagnosis and certification includes various tools to evaluate a child’s intellectual, academic, and emotional abilities. These assessments are conducted by trained professionals and help in:
- Identifying developmental disabilities
- Providing certification for rights and benefits
- Planning suitable educational and vocational programs
A comprehensive assessment is not just about diagnosing the disability, but also about understanding the whole child and supporting them for a better quality of life.
1.3. Developmental assessment and educational assessment – entry level, formative and summative assessments.
Assessment is a process of collecting, analyzing, and interpreting information to understand a child’s strengths and needs. In special education, assessment helps in identifying developmental delays, planning interventions, and tracking progress.
Developmental Assessment
Definition:
Developmental assessment refers to the evaluation of a child’s physical, cognitive, communication, social-emotional, and adaptive development. It is mainly used for young children, especially from birth to 6 years, to identify any delays or difficulties in development.
Purpose:
- To identify developmental delays or disabilities
- To help in early intervention
- To understand the child’s strengths and needs in different developmental areas
- To guide parents and professionals in planning support
Areas Covered:
- Motor Skills – gross (like walking) and fine (like holding a pencil)
- Language Skills – understanding and speaking
- Cognitive Skills – thinking, problem-solving, and learning
- Social and Emotional Skills – interaction with others, emotional control
- Self-help/Adaptive Skills – eating, dressing, and daily activities
Tools and Methods:
- Developmental Checklists
- Observation
- Standardized Developmental Tests (e.g., Denver Developmental Screening Test, Bayley Scales of Infant Development)
- Parent interviews
Educational Assessment
Definition:
Educational assessment is the evaluation of a child’s academic skills, learning style, and educational needs. It is usually done in a school setting to help teachers plan instruction according to the child’s level.
Purpose:
- To find out the current level of academic functioning
- To identify learning difficulties
- To set educational goals
- To monitor academic progress
Areas Covered:
- Reading and Writing
- Mathematics
- Language and Communication
- Attention and Concentration
- Behavior in Learning Environment
Tools and Methods:
- School-based tests
- Individual educational assessments
- Observations in classroom
- Teacher and parent reports
- Curriculum-based assessments
Entry Level Assessment
Definition:
Entry level assessment is the evaluation done when a child first enters a school or program. It gives a baseline or starting point to understand the child’s current developmental or academic level.
Purpose:
- To plan individualized education
- To place the child in an appropriate learning group
- To identify the child’s needs from the beginning
Examples:
- Screening tests
- Interviews with parents
- Simple activities to observe skills
Formative Assessment
Definition:
Formative assessment is a continuous and informal process used during the teaching-learning process to monitor a child’s progress. It helps the teacher adjust teaching methods according to the child’s response.
Purpose:
- To understand how much the child is learning
- To give feedback and improve performance
- To guide instruction and support
Methods:
- Daily class activities
- Quizzes
- Oral questions
- Observations
- Worksheets
Key Features:
- Ongoing and regular
- No pressure for marks
- Used to improve learning
Summative Assessment
Definition:
Summative assessment is the evaluation done at the end of a term, unit, or course. It shows what the child has learned after instruction is completed.
Purpose:
- To measure learning outcomes
- To decide the next steps in the child’s education
- To report progress to parents and other professionals
Methods:
- Written tests or exams
- Projects
- Portfolios
- End-of-term reports
Key Features:
- Done after instruction
- Usually graded or scored
- Used for reporting and planning
Differences between Developmental and Educational Assessment
| Feature | Developmental Assessment | Educational Assessment |
|---|---|---|
| Age Group | 0–6 years (mostly) | 6 years and above |
| Focus | Overall development (motor, cognitive, social, etc.) | Academic performance and learning |
| Use | Early identification and intervention | Instructional planning and monitoring progress |
| Tools | Checklists, observation, developmental tests | Educational tests, classroom assessments |
In conclusion, Both developmental and educational assessments are essential in the field of special education. They help in understanding the child’s unique needs and planning suitable interventions. Entry level, formative, and summative assessments provide structure and support for ongoing and effective teaching and learning.
1.4. Formal and informal assessment – concept, meaning and role in educational. settings. Standardised/Norm referenced tests (NRT) and teacher made/informal Criterion referenced testing
(CRT).
1. Introduction to Assessment
Assessment is a process of collecting, analyzing, and interpreting information about a student’s learning, behavior, strengths, and challenges. In special education, it plays a very important role in identifying children with developmental disabilities, understanding their unique needs, and making educational decisions accordingly.
Assessment is not just about testing. It includes:
- Observations
- Interviews
- Standardized tests
- Informal tools
- Classroom tasks
Two main types of assessments used in education are:
- Formal Assessment
- Informal Assessment
2. Formal Assessment
Concept and Meaning:
Formal assessment refers to the use of standardized and structured tools to evaluate a student’s performance. These assessments are designed by professionals and are tested on a large population. They follow strict guidelines for administration and scoring.
Key Characteristics:
- Conducted using scientific methods.
- Uniform for all students (same questions and procedure).
- Results are expressed in scores, percentiles, or grades.
- Data can be compared across different students or groups.
Examples of Formal Assessment:
- Intelligence Tests: Used to assess cognitive functioning. Example: Wechsler Intelligence Scale for Children (WISC).
- Achievement Tests: Measure academic knowledge in areas like reading, math, and writing.
- Developmental Scales: Tools like the Developmental Screening Test (DST) or Vineland Social Maturity Scale.
Purpose and Role in Educational Settings:
- Diagnosis: Identifying specific disabilities such as intellectual disability, autism, or specific learning disabilities.
- Eligibility: Determining whether a child qualifies for special education services.
- Baseline Data: Understanding the child’s present level of performance for preparing the Individualized Education Plan (IEP).
- Progress Monitoring: Measuring changes in skills over time.
- Policy Decisions: Used by administrators and policymakers for planning programs.
3. Informal Assessment
Concept and Meaning:
Informal assessment refers to non-standardized and flexible methods used by teachers and parents to understand the child’s abilities and needs. These assessments are often created by teachers based on classroom objectives and activities.
Key Characteristics:
- No fixed format or strict procedures.
- Designed based on the individual child’s context.
- Focus on qualitative information such as how a child solves a problem or interacts with peers.
- Easily adaptable and used regularly.
Examples of Informal Assessment:
- Anecdotal Records: Notes on the child’s behavior or performance in daily routines.
- Checklists and Rating Scales: Used to track skills (e.g., fine motor skills, language use).
- Portfolio: A collection of student’s work over time.
- Teacher Observations: Monitoring a child during tasks, play, or group activities.
- Interviews: Talking with parents, caregivers, or the child.
Purpose and Role in Educational Settings:
- Helps in planning daily classroom instruction.
- Provides real-time feedback to improve teaching methods.
- Identifies strengths and difficulties in natural settings.
- Encourages child participation and student-centered learning.
- Involves family in the educational process.
4. Standardised / Norm-Referenced Tests (NRT)
Concept and Meaning:
Norm-Referenced Tests (NRTs) are a type of formal assessment in which the student’s performance is compared with that of a norm group (a large representative group of students).
The purpose is not to find what the child knows but to see how the child performs in comparison to others of the same age or grade level.
Key Characteristics:
- Standardized administration and scoring.
- Scores presented in percentiles, standard scores, or grade equivalents.
- Measures general abilities such as intelligence, language, or academic skills.
- Used for screening, diagnosis, and policy-making.
Examples:
- Stanford-Binet Intelligence Scale
- Raven’s Progressive Matrices
- NIMHANS Battery for Learning Disabilities
- Vineland Social Maturity Scale (VSMS)
Advantages:
- Provides objective and reliable data.
- Useful in identifying disabilities.
- Supports decisions about placement and services.
Limitations:
- May not consider cultural and linguistic diversity.
- Often conducted in unfamiliar environments.
- May not reflect real-life functioning of children with disabilities.
5. Teacher-Made / Informal Criterion-Referenced Testing (CRT)
Concept and Meaning:
Criterion-Referenced Tests (CRTs) evaluate a student’s performance based on a specific set of learning objectives or criteria, rather than comparing with others.
These tests are often informal and teacher-made, designed to check whether the student has mastered particular skills taught in the classroom.
Key Characteristics:
- Focuses on individual learning goals.
- Evaluates what a child can or cannot do in relation to a standard.
- Used for instructional planning and monitoring.
- Results are interpreted as “mastery” or “non-mastery” of the task.
Examples:
- A spelling test after a lesson.
- A worksheet to practice number counting.
- A reading passage followed by comprehension questions.
- Task analysis to check if a student can button a shirt step-by-step.
Advantages:
- Helps in setting realistic and individualized goals.
- Supports curriculum-based decision making.
- Encourages flexibility in teaching and learning.
- Promotes continuous and formative assessment.
Limitations:
- May lack reliability if not well-designed.
- Results may vary from teacher to teacher.
- Not used for formal certification or eligibility decisions.
6. Comparison: Norm-Referenced vs Criterion-Referenced Tests
| Feature | Norm-Referenced Test (NRT) | Criterion-Referenced Test (CRT) |
|---|---|---|
| Purpose | Compare students with others | Measure mastery of specific skills |
| Standardization | Yes | Often no |
| Scoring | Percentiles, standard scores | Mastery or non-mastery |
| Usage | Diagnosis, selection, placement | Instructional planning |
| Example | Intelligence test, Aptitude test | Class test, task analysis |
| Developed by | Experts/Organizations | Teachers |
In conclusion, a combination of formal and informal assessment methods provides a complete picture of a child’s needs and abilities. In the context of children with developmental disabilities, this balance is essential:
- Formal assessments (like NRTs) offer reliable and standardized data for diagnosis and eligibility.
- Informal assessments (like CRTs) provide meaningful insights for day-to-day teaching and learning.
- Both types should be used in complementary ways to plan appropriate, individualized educational programs that promote the growth and development of every child.
1.5. Points to consider while assessing students with developmental disabilities.
Assessment is a process of collecting information to understand the child’s strengths, needs, and level of functioning. In the case of children with developmental disabilities, assessment helps in planning appropriate educational and support services. It should be child-friendly, flexible, and done with care.
Developmental disabilities include conditions such as Intellectual Disability, Autism Spectrum Disorder, Cerebral Palsy, and others that affect a child’s physical, cognitive, communication, social, or adaptive skills. These children may face challenges in learning and daily functioning, so assessment must be sensitive, comprehensive, and suitable to their needs.
Points to Consider While Assessing Students with Developmental Disabilities
1. Individual Differences
- Every child is unique in terms of ability, interest, and need.
- The assessment should be personalized and adapted to suit the child’s pace, language, and comfort.
- Avoid comparing the child with others or using a “one-size-fits-all” approach.
2. Developmentally Appropriate Tools
- The tools used must match the child’s age and developmental level.
- For example, using a tool meant for older children for a 6-year-old child with developmental delay will give inaccurate results.
- Tools must be simple, easy to understand, and engaging for the child.
3. Use of Multiple Methods (Multi-Source Assessment)
- Do not depend on a single test or technique.
- Use a combination of:
- Observations (in classroom/home)
- Standardized and non-standardized tests
- Interviews with parents and teachers
- Checklists and rating scales
- Portfolio assessment (samples of child’s work)
4. Functional Assessment
- Assess what the child can do in daily life activities (e.g., dressing, eating, interacting).
- Focus not only on academic skills but also on communication, motor, social, and adaptive behaviors.
- Helps in setting realistic goals for learning and independence.
5. Child-Friendly Environment
- Assessment should be done in a safe, quiet, and comfortable setting.
- Avoid stressful or unfamiliar environments which may affect the child’s performance.
- Use toys, visuals, or familiar objects to make the child feel relaxed.
6. Family Involvement
- Parents or caregivers know the child best.
- Include their observations, concerns, and goals in the assessment process.
- Family participation ensures that assessment is complete and meaningful.
7. Cultural and Language Sensitivity
- Tools and communication methods should match the child’s language and cultural background.
- Avoid using language or examples that the child cannot relate to.
- Be sensitive to beliefs, customs, and values of the family.
8. Multidisciplinary Team Approach
- Assessment should be done by a team that may include:
- Special educators
- Psychologists
- Therapists (speech, occupational, physiotherapists)
- Medical professionals
- Each member contributes valuable insights to understand the child’s development.
9. Ongoing and Continuous Process
- Assessment is not a one-time event.
- It should be conducted regularly to monitor the child’s progress.
- Helps in revising goals and teaching strategies in the Individualized Education Plan (IEP).
10. Ethical and Legal Considerations
- Maintain confidentiality of assessment reports.
- Share information only with concerned professionals and family.
- Use assessment outcomes to support and empower the child, not to label or discriminate.
11. Focus on Strengths and Interests
- Along with identifying difficulties, highlight the child’s talents and interests.
- Builds confidence and helps in designing meaningful activities.
- Encourages a positive attitude in both the child and the educator.
12. Flexibility in Timing and Procedure
- Allow enough time for the child to respond.
- Do not rush or force the child to complete tasks.
- Assessment may be broken into short sessions if the child gets tired or distracted easily.
13. Use of Assistive Devices and Supports
- If the child uses hearing aids, spectacles, communication boards, or mobility aids, these must be used during assessment.
- Never assess the child without their regular support tools, as this may lead to wrong results.
In conclusion, assessment of children with developmental disabilities must be done with sensitivity, care, and professionalism. It should aim to understand the whole child, not just their limitations. When done properly, assessment becomes the foundation for providing the right support, improving learning outcomes, and helping the child achieve their full potential.
