Below is a paper I wrote, along with front page stating what needs to be added for additional to paper. Got some feedback on corrections needing to be made. Thank you. “It would be helpful if you identified several specific formal and informal assessments and when they are used ad how the data is used.”

Feedback Needing to be made:

• Additionally, students who are blind learn differently than students who are not blind. They learn from parts to whole and then they must put the parts together to get the whole picture. For example, if a student explored an elephant leg, it would not be an elephant. The student would need to explore the tusks, ears, tail, etc. and then be able to put the parts together to make one elephant. Students who are not blind learn from whole to parts. They see the whole elephant, and then focus on the parts.
• ..not necessarily. Students might score low on an assessment, but that would not, in and of itself, indicate modifications or accommodations. It would help do identify where the student is currently functioning. That information would determine placement in a particular curriculum for example
• Reflect more about the collaboration process.
• What are examples of formal and informal assessments?
• And state that analyze students were analyzed on math worksheet to determine if he has mastered a skill

4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.

Special education professionals, like the general education professionals, access the reliability, validity, and biases of their teachings and interpret the results. The special educators monitor the learning progress of their learners in the curriculum areas that are required of them and make the necessary adjustments based on the collected data of their teaching.

MT has multiple sclerosis and was diagnosed with bipolar. Multiple sclerosis affects the flow of information to the brain due to exposed nerves. The inability to transport information into the brain which at times can lead to results in missing gaps of information in the brain. Her output is accessed either formally or informally to access the success of her personalized instruction and learning. At times her mood is great and others, she is either angry or depressed and cannot express herself appropriately.  With these two diagnoses, there is the creation and making of the necessary adjustments to cater to her educational needs.

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

The assessment of the learning of exceptional students can be accessed in both formal and informal ways to determine how successful the learning is and to avoid bias. The formal assessment covers the areas of eligibility of the program, program planning, and individualized instructions, among others, whereas the informal covers the areas of social interactions, behavior, achievement, and learning to show the growth and development of people with exceptionalities, with both considerations, reducing biases (Anne M. Hayes, Eileen Dombrowski, Allison Shefcyk, and Jennae Bulat, April 2018).

EL has no vision in her right and shallow vision in her left eye, making her sight very minimal. Due to poor eyesight, she uses braille to read and communicate. Her verbal skills are eloquent, and she is very creative. Due to her lack of sight, her personalized instructions are more verbal for her to listen to. Using formal and informal methods to assess her learning success and test her academic and social skills reduces bias. On top of that, EL was diagnosed with definite disorder. She does not want to listen, follow directions, and becomes easily frustrated, incorporating different learning techniques to help keep her calm and focused are necessary.

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

The special education professionals use their knowledge to interpret the assessment results and use the results to guide the making of decisions for the exceptionalities. The results determine what adaptations and modifications an individual requires based on their results to meet the requirements of individuals with exceptionalities. The results of the assessment show linguistic, social, and learning performance of the individuals with exceptionalities.

Comparison of EL’s formal and informal assessment results against the set principles, practices, and the expected outcome by the special educators. The principles and practices that are working and set to continue identify the unsuccessful ones and the necessary changes and adjustments made by the professional special educators. The assessments aim to determine which ways are working and which are not to keep the exceptionalities learning.

4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.

Both formal and informal assessments give the best results of the exceptionalities in their social and educational progress, making it for educators and parents to make decisions. They develop a plan broken down into short time goals and objectives where every party plays different roles in the exceptionality’s education. In contrast, other goals and objectives, such as behavior change plans, are essential for both parties.

The assessment information from EL’s performance determines the decisions the involved parties in EL’s education make. In the formal assessment results, her academic performance is the main focus. Still, in the informal assessment, her social skills such as language, communication, and interaction are the main focus. Using different types of assessment information determines where changes are needed.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

The engagement of the individuals with exceptionalities by their educators in developing quality learning helps the educators get a better understanding and a different perspective on teaching the learners. With the learner’s direct input and suggestions, the educator gets a better understanding of what works for the learner and can find a better way to guide the learner.

The assessment of EL’s performance in both formal and informal learning shows EL’s strong and weak areas. EL is also a determinant in the decisions made concerning her education. Involving her in the decision-making process about their education helps me understand her better and how best to teach her.

Reference:

Anne M. Hayes, Eileen Dombrowski, Allison Shefcyk, and Jennae Bulat. (2018, April). Home – books – NCBI. National Center for Biotechnology Information. Retrieved from https://www.ncbi.nlm.nih.gov/books