Other Assessment Reflections

What other viewpoints or information can you share on assessments?

Behavior Impacts Learning. Assessment data can help. 

When classroom management is not in place, learning suffers. Challenging behaviors include disruptive behavior, calling out, verbal aggression and non-compliance. These behaviors affect the classroom learning environment and can also caused teacher burnout if not addressed (Young et al., 2018).  Although not commonly understood or administered by the general education teacher (Young et al., 2018), functional behavior assessments aim to gather data following the ABC method to include recording the antecedent, behavior, and consequence (Stoiber, 2004). Stoiber (2004) outlines a five-step functional assessment process that includes:  “(a) Identify the concern, the function of the behavior in question, and positive alternative behavior; (b) set meaningful goals and benchmarks; (c) develop a positive support plan; (d) implement the support plan and monitor progress; and (e) evaluate outcomes and plan next steps” (pg. 1). After using the FBA to record observational data, this data is used to develop individualized behavior intervention plans (BIPs) to help address challenging behavior (Pennington et al., 2019). Collecting and recording assessment data on behavior, can support a proper analysis and lead to uncovering how to best support the student. Managing positive behavior in the classroom must be in place before learning can occur.

Parent involvement is key and parents must be aware of assessment data.

The use of report cards is one way to provide feedback, intended mainly for parents. It has been questioned whether the report card is parent-friendly and provides the intended feedback. Research suggests building mutually beneficial relationships between parents and teachers through teacher-parent conferences, in which the partnership aims to ensure the student is learning (Bilton, 2017). Face-to-face meetings, and providing artifacts for learning are a good way to provide parents with feedback on student progress. Student-led conferences are another way to allow parents to see student progress. Through teacher-facilitated questioning and prompts, students can share reflections and insights on their own learning.

References

Bilton, R., Jackson, A., & Hymer, B. (2017). Not Just Communication: Parent–Teacher

Conversations in an English High School. School Community Journal, 27(1), 231-256.

Pennington, B., Simacek, J., McComas, J., McMaster, K., & Elmquist, M. (2019). Maintenance and Generalization in Functional Behavior Assessment/Behavior Intervention Plan Literature. Journal of Behavioral Education, 28(1), 27–53. https://doi.org/10.2307/4521646

Stoiber, K. C. (2004). Functional Assessment and Intervention System: Improving School Behavior. The Sixteenth Mental Measurements Yearbook, 2005.

Young, A., Andrews, C., Hayes, C., & Valdez, C. (2018). Should Teachers Learn how to Formally Assess Behavior? Three Educators’ Perspectives. International Journal of Special Education, 33(2), 416–426.