RESPONSIVE ASSESSMENT FOR SPECIAL LEARNERS

Abstract

The need for change in assessment procedures for students with mild or moderate handicaps is discussed, and recommendations for change are made. The need for change is based on the fact that special education assessment and instruction are based on a positivist assumption that we can appropriately “diagnose” learning problems and implement treatment by using assessment techniques that do not respond to the needs of the teachers, students, or parents. Assessments typically produce scores that are of little value when discussing what students actually know or what instructional needs they have. In contrast, holistic assessment is a systematic method of gathering data on the learner and the learning environment. It attempts to view the whole child and learning as a whole rather than focusing on isolated pieces. It also attempts to respond to the teachers and parents' needs. It is an ongoing procedure in which a variety of techniques are used. Specific holistic assessments and the combination of holistic assessment with portfolio assessment to create meaningful learning profiles of students are described.