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| A Scientific Approach to Validating Academic Outcomes: A Recipe for Abandoning Cookie Cutter Assessment Practices |
| Friday, May 27, 2005 |
| 6:00 PM–9:00 PM |
| Lake Michigan (8th floor) |
| Area: EDC; Domain: Basic Research |
| CE Instructor: Alison L. Moors, M.A. |
| ALISON L. MOORS (Fabrizio/Moors Consulting), SUSAN K. MALMQUIST (Malmquist & Associates) |
| Description: With the recent enactment of the No Child Left Behind Act, school districts and clinicians alike have been forced to look at data collection in a whole new light. The contingencies attached to student progress seem to have shifted, resulting in perceived hardship for many teachers to prove learning has occurred. Moreover, a schools budget may be impacted by the ability to document these performance outcomes in an acceptable fashion. The focus of this workshop will be to illustrate a Behavioral Problem Solving Approach to academic assessment that is consistent with current federal legislation. Topics covered include: 1) how to use a multi-level assessment system, including both summative and formative evaluation; 2) how to make empirically-validated instructional decisions, such as appropriate curriculum placement; and 3) how to demystify the question, How do we prove that no child is left behind? |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to: - Describe at least two historical uses of assessment within behavior analytic program models. - Describe at least five common myths of academic assessment methodology. - Describe at least three features of a problem solving approach to assessment. - Describe at least four assessment modules that lead to effective educational programming. - Describe at least two data collection techniques that efficiently report progress using a Behavioral Problem Solving Approach to assessment. |
| Activities: During this workshop, participants will demonstrate the above outcomes by presenter-led small group activities which illustrate the following skill sets: See an example of a common myth of assessment use/ list the rationale against; See an example of assessment data usage/state whether most or least effective approach; See a set of assessment data/ Write possible problem identification; See a set of assessment data and problem/write at least one example of a curricular solution within the participant�s expertise area; See a scenario utilizing a Behavioral Problem Solving Approach to assessment/describe a possible data collection procedure. |
| Audience: This is an intermediate level workshop designed for Behavior Analysts, Clinical Psychologists, School Psychologists, Principals, Public School Teachers, and others who work within a service delivery model where assessment data are used to illustrate progress. |
| Content Area: Practice |
| Instruction Level: Intermediate |