Describe how you minimized bias within your assessment process.

Directions:
a. Select one formative and one summative assessment that you will use as the basis for this
portfolio.
i. Formative assessment (e.g., a homework assignment, checklist, in class task,
curriculum-based measurement): used to monitor what students know, to help them self-
assess, and to help determine how to redirect instruction. This can be an assessment
you create or you can use one that is established. *7720 (adapted) – Refer to the
student’s IEP and provide current level of performance
ii. Summative assessment: assesses learning across several lessons (e.g., a quiz, a
project, a paper, or a test). The assessment must be an assessment you designed or
modified for your class and for which you have samples of student work. You must
include the evaluation criteria you used for this assessment. Projects, models, or oral
assessments are acceptable as long as you can document them in your paper. *7720
(adapted) – Submit a mock Georgia Alternative Assessment (GAA), usually done in a
pretest/posttest format
b. Create your own grading tool for each assessment, such as a rubric or checklist designed to
support performance and provide feedback to individuals with disabilities in the classroom. This
can be a tool for the formative assessment, or it can be a separate tool. *7720 (adapted) –
documented examples (using GAA submission materials) of how performance improved for the
learner.
c. Administer each of the assessments. If you are not in a classroom, you should practice
administering the tools on an individual (family member, friend, child, etc).
d. Following the administration of each instrument, students should write a review/commentary on
what they have learned regarding administering assessments, and analyze their learner’s
performance. Please see the section below for what you will turn in.
What you will turn in:
1. A copy of both a) formative assessment and b) summative assessment with scoring
criteria.
2. A copy of your grading tool – Prepare a copy of the grading tool you created (e.g., rubric or
checklist) to support student learning. This may be a tool used to grade the formative assessment
above, or may be a separate tool.
3. Marked copies of the student’s work that reflect your evaluation and the feedback
provided to the students – When appropriate, your student’s work should not simply have check
marks or x’s. It should have true feedback (e.g., what they got correct, which step they missed,
how they can improve a specific aspect, etc.)
4. Commentary/Review on each assessment and results – Describe the formative and
summative assessments (e.g., test, project, task, or other assessment) and what you expected to
learn from their use. 2 -3 pages for each instrument. Answer all that apply to your assessment.
a. Overview of basic information about the instrument (e.g. name, author, date, publisher,
cost)
b. Purpose (What you wanted to learn) and intended population/setting of the instrument
c. Psychometric properties, if available/applicable
i. Is the assessment valid and reliable? How do you know this? (Analyze the What provisions (e.g., in terms of time and circumstances, tasks), if any, did you make on
the assessments for individuals who have particular learning differences or needs? *7720
(adapted) – you may discuss the impact of the learner’s psychological evaluations on
your decision making
g. What was the scoring criteria you used?
h. How did you communicate the scoring criteria to the student?
5. Describe your learner (include the following: initials for the student name, age, grade, setting,
current level of the student, IEP goals, strengths, challenges):
a. Does the learner require accommodations for testing? Why or why not?
b. How will you implement those accommodations?
6. Reflection of what you learned about the student from evaluating their performance? Use
specific examples from the student work (for both the formative and summative assessments) to
illustrate your points.
a. Synthesize what you believe the student knows.
b. What do they still need to learn?
c. Give specific examples from both assessments to support your analysis.
d. If given the opportunity to teach the learner, based on the assessment results, what
would be your next course of action in instruction?
i. Why would these be your next steps?
e. What, if anything, would you do to improve the assessment instruments?
7. Describe ways in which you involved students in self-assessment.
a. Were students involved in self-assessment? *7720 (adapted) – discuss opportunities for
self-determination, self-monitoring, and reinforcement
b. How did you communicate the information you learned through the assessment to the
students?
c. What did they do with the information?
8. Minimize Bias: Describe how you minimized bias within your assessment process.
9. Communication Plan: Describe how you plan to communicate and involve test results to the
student’s parents or guardians, colleagues, as well as the student being tested.
SPED 7720 & 7721: Assessment Portfolio Template

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