TheAssessment Community: Recommendation Report
Theassessment of Adaptive Behavior Scales needs changes. The reason isthat the structural soundness of the assessment is not definedadequately (De Laat and Lally, 2003).There are some errors in the assessment that include procedural flawsin assenting factors analysis and assessment do not demonstrateeffectiveness in its current state of five elements and 16 domains.The flaws come up as a result of different styles of testing,evaluating coping skills of students and their social adaptation.Further the assessment decided to separate norms of a normalindividual and mentally retarded, this created inconsistency. Theassessment, therefore, needs change. The first recommendation is theability of ABS-S assessment to define its purpose by focusing on twomajor factors- personal independence and social behaviors. Secondly,testing methods need some proper guidance. The students need helpfrom teachers to have a distinct understanding of the method to avoiderrors.
Theassessment of systematic screening for behavior disorders is notperfect. The assessment failed to accommodate students with specialneeds. Further the assessment the broad screening instrument hadEnglish instructions only. Also, the additional cost on specializedtraining for district school teachers. The flawless assessment wouldneed to meet all students learning methods. The methods includephysical, mental, emotional disorder, language, and adequatefinance(Friendand Bursuck, 2002).When all these factors are put into consideration they improveconsistency and reliability. Some of the recommendations are: theassessment should be inclusive, where all students with special needsare allowed to participate. Also, there is a need to put assessmentin other languages so that students who are unfamiliar with Englishcan understand the assessment. Finally, district schools teachersshould be properly trained to handle assessment to avoid extra costs.
DeLaat, M., & Lally, V. (2003). Complexity, theory, and praxis:Researching collaborative learning and tutoring processes in anetworked learning community. InstructionalScience,31(1-2),7-39.
Friend,M., & Bursuck, W. D. (2002). Includingstudents with special needs: A practical guide for classroomteachers.Allyn & Bacon, A Pearson Education Company, 75 Arlington Street,Boston, MA 02116.