Specific Guidelines for the Assessment Evaluations

Assessment Instruments
Name
Institution/ Affiliation
Introduction
Assessment is a vital element in learning, as it helps students develop and maintain skills and knowledge. By requesting a learner to demonstrate their understanding on a subject matter, helps improve the learning process, as it assists in evaluating whether educational goals, standards, and objectives are achieved. Moreover, assessment informs the decision on aspects of student placement, grading, and the advancement of instructional needs, curriculum development, and budget allocation. Assessment, allows education stakeholders to determine the effectiveness and impacts of various programs in improving students performance. Interestingly, assessment identifies the strength and weakness in many aspects of the education system, which forms the basis of continuous improvements. On the other hand, students need to understand that not only reading and arithmetic skills are essential, but also the skills that will allow them to advance in the evolving world. As a result, students must possess skills that will enable them to reason critically, analyze situations, and make informed decisions. Generally, to improve the skills and knowledge, students require a continuous update of the learning goals. Assessment and instruction play critical role in the development of the learning goals. Consequently, all education players need to take an active part in enhancing decisions on the purpose and the extent of such assessment.
Adaptive Behavior Assessment System
Adaptive behavior assessment system is a comprehensive norm-referenced assessment tool used in the evaluation of adaptive skills essential for daily living of individuals from birth to 89 years. Commonly, the assessment can be utilized in multiple individual’s environments such as home, school community, and, work settings. The tool has three domains, which include social skills, conceptual and practical skills. The tool also has supplemental subsets, which include; self-care, communication, self-direction, health and safety, functional academics, social skills, work, community use, leisure, and home living. Adaptive Behaviour Assessment System assists in the diagnosis and classification of disabilities as well as medical and clinical disorders as well as monitor and document individual performances over time. Moreover, the tool helps in the identification of functional skills strengths and weaknesses in a person’s daily living environment as well as the identification of intervention program evaluation. Adaptive behavior assessment system is an invaluable tool in the assessment of individuals that may be experiencing difficulties with the daily skills a necessary for functioning effectively in their environments (Harrison & Oakland, 2015)
Strengths and weakness of adaptive behaviour assessment system
Adaptive behavior assessment is considered beneficial as it provides norms that include a proportionate sample of socioeconomic status, allows diagnosis and treatment of mental retardation by providing an evaluation of the social, conceptual and social skills that incorporates scores for the ten capabilities that are vital to the assessment of mental retardation. Further, the instrument, is available in a questionnaire format, hence allowing a comprehensive assessment of adaptive behavior; the tool allows for broader coverage of children and youth, which include parents and teachers forms for clients ages birth to 21 years. Scoring is through scoring assistant software that enables scoring and profiling in a few minutes. The tool also uses Spanish language parent and teacher’s forms. Alternatively, adaptive behavior assessment system offers a guessing score that plays a critical role in determining whether the respondent has sufficient information needed to complete the rating form that does not require a parent or teacher interview. On the other hand, the normative tool sample of school-based with disabilities is poorly represented. Moreover, the tool lacks parent involvement, so many rating forms which require the precedence as well the reliability of the instrument being questionable (Harrison & Oakland, 2015).
Name of Instrument

Author(s) of Instrument

Date of Publication

Publisher


Describe the subtests (e.g., learning areas)

Describe the age range.

State the purpose of the instrument.

Describe the examiner qualifications.

Describe the available scores.

Describe the instrument’s technical data provided (i.e., validity, reliability, norms, research).

Describe features of the instrument that provide well-designed and easy-to-follow administration procedures.

State the approximate administration and scoring time.

Describe features of the scoring procedures that are well designed and easy to follow.

Explain this instrument’s adaptation for students with limited English proficiency

Explain the appropriateness of the instrument for use with children who have disabilities.

Describe the adaptation of the instrument for use with children who have special needs.

Adaptive Behavior assessment system is an effective tool for students with special needs. Commonly, the test depends on the caregiver and parent knowledge on a student.

Describe the strengths of the instrument.

State any weaknesses of the instrument.

Autism Diagnostic Interview-Revised
Autism diagnostic interview-revised is a homogenous, semi-structured, investigator-based interview diagnostic tool, administered by trained clinicians to parents or caregivers of individuals referred for a possible autism spectrum disorder. The instrument offers for diagnostic algorithm for individuals who have autism as described in international classification of diseases, tenth revision and diagnostic and statistical manual of mental disorders, fourth edition. The tool is useful for children with mental challenges from the age of eighteen months and above. The instrument includes three main areas, which include; qualities of reciprocal social interaction, communication, and language, restricted and repetitive, stereotyped interests and behaviors, which have 93 items. All the things in the autism diagnostic interview-revised are coded for current and past practice. The current refers to actions that have occurred in the past three months, while the past may refer to behavior that may have happened to an individual or specifically within a defined time, for example, four of five years. Commonly, the interview starts with a...