For a long time students with disabilities were excluded from large-scale assessments but thanks to recent federal and state government initiatives that require that disabled students be included in the statewide assessment but even with that there are some major issues that have been raised with the inclusion. One of these issues is identification and classification; identification refers to the recognition that a student has a disability while classification is the categorization of an identified student’s specific disability. Teachers and schools often over-, under- or mis-identify students with disabilities because the issues of identification and classification are fraught with inconsistencies (Shepard, 1989). Such inconsistencies make it hard for teachers to determine how best to assess students with disabilities.
Another key issue to be considered by teachers when doing large scale assessments is the purpose and use of the assessment system. It is important that the assessment system be tied to its use and purpose because this will help in determining what kind of materials, tools and tasks to be used and included. Purpose and use of an assessment system will influence decisions such as the content coverage, design and development of an assessment system.
My style of assessing students is formative assmement that I do while teaching is in progress and there are five tools for this style; Socrative can be used for quick quizzes and even without raising their hands I get the answers of every individual student on my screen. The goodness with this tool is that it removes the embarrassment that often comes with raising hands in class especially if a student is not sure about the answer.it can be very deflating if they fail and that can lower their self-esteem. Another tool of formative assessment that I use is Kahoot that makes learning fun and something that students can look forward to. They can use computer or cellphones to make fun quizzes, embed videos and I can review by use of flashcards
BRT, 2006: ‘Including students with disabilities in large-scale assessment’ at https://www.osepideasthatwork.org/toolkit/pdf/isaexecutivesummary.pdf
Koretz, D, 2003. ‘Assessing students with disabilities: issues and evidence’ at http://www.cse.ucla.edu/.TR
Shepard, L. A. (1987). A case study of the Texas Teacher Test: Technical report. Los Angeles: University of California, Graduate School of Education, Center for the Study of Evaluation