Full Answer Section

Formal assessments are standardized tests that are administered and scored in a consistent way. They are often used to measure specific skills or abilities, such as reading comprehension or math fluency. Informal assessments are more flexible and can be tailored to the individual student. They can be used to gather information about a student’s strengths and weaknesses in a variety of areas, such as social skills, behavior, or motor skills.

Both formal and informal assessments can be biased. This means that they may not accurately reflect the abilities of all students, especially students from minority groups or students with disabilities. To avoid bias, it is important to use assessments that have been validated for use with all students.

Interviewer: Can you give me some examples of nonbiased formal specialized diagnostic assessments that are administered to individuals with exceptionalities?

School Specialist: Sure. Some examples of nonbiased formal specialized diagnostic assessments include:

• The Wechsler Intelligence Scale for Children (WISC-V): This test is used to measure intellectual functioning in children and adolescents.
• The Woodcock-Johnson IV Tests of Achievement: This test is used to measure academic achievement in a variety of areas, such as reading, math, and writing.
• The Peabody Picture Vocabulary Test (PPVT-5): This test is used to measure receptive vocabulary in children and adults.
• The Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI): This test is used to measure visual-motor integration in children and adolescents.
• The Test of Gross Motor Development (TGMD-3): This test is used to measure gross motor development in children and adolescents.

Interviewer: What are the legal and ethical requirements for administering nonbiased formal specialized diagnostic assessments?

School Specialist: There are a number of legal and ethical requirements for administering nonbiased formal specialized diagnostic assessments. These requirements vary from state to state, but some common requirements include:

• The assessment must be administered by a qualified professional.
• The assessment must be administered in a standardized way.
• The assessment results must be interpreted in a nonbiased way.
• The assessment results must be kept confidential.

Interviewer: How do you interpret information from a nonbiased formal specialized diagnostic assessment?

School Specialist: When I interpret information from a nonbiased formal specialized diagnostic assessment, I first look at the overall results of the assessment. I then look at the results of specific subtests or areas of the assessment. I also consider the student’s age, grade level, and other relevant factors.

I use the information from the assessment to make recommendations for services and supports that the student may need. I also use the information to help the student’s teachers and parents understand the student’s strengths and weaknesses.

Interviewer: How do you interpret information from a nonbiased informal specialized diagnostic assessment?

School Specialist: When I interpret information from a nonbiased informal specialized diagnostic assessment, I first look at the overall findings of the assessment. I then look at the specific observations or data that were collected. I also consider the student’s age, grade level, and other relevant factors.

I use the information from the assessment to make recommendations for services and supports that the student may need. I also use the information to help the student’s teachers and parents understand the student’s strengths and weaknesses.

Interviewer: How is the assessment information used in making eligibility, program and placement decisions for individuals with exceptionalities?

School Specialist: The assessment information is used in a variety of ways to make eligibility, program, and placement decisions for individuals with exceptionalities. The information can be used to determine whether the student meets the criteria for a specific disability, such as a learning disability or an autism spectrum disorder. The information can also be used to determine the type of services and supports that the student needs.

In some cases, the assessment information may also be used to make placement decisions. For example, if a student is found to have a learning disability, they may be placed in a special education classroom or program.

Interviewer: How are the students’ needs met if the assessment information does not result in a finding of a disability?

School Specialist: If the assessment information does not result in a finding of a disability, the student’s needs may still be met through other means. For example, the student may be eligible for services under a 504 plan.