Context |
Aim: To sort and place disadvantaged children for educational purposes |
Aim: To revise precision of admission to special education |
Main idea: Assessment should include instruction to generate more accurate and informative data |
Main idea: Appropriateness of instruction should be monitored with systematic assessment |
Accent: Assessment |
Accent: Instruction |
Premises |
Aim: To realize learning potential |
Aim: To meet age-/grade-appropriate standards |
Main ideas:
Conventional assessment is inadequate for assessing learning potential and devising best educational strategies
Everyone, regardless of ability level, has learning potential; everyone can benefit from DT/A by establishing the learning potential and meeting it
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Main ideas:
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Accent: Underachievement as compared with the child’s learning potential regardless of previous educational experience |
Accent: Underachievement as compared with typically developing children of age and grade in context of adequate teaching |
Debate: Learning potential is generalizable vs. domain specific |
Debate: Qualifications for entry into RTI |
Main concepts |
Learning potential
Modifiability
Gainers and nongainers
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Process |
Relatively unstructured, exists in multiple realizations
Can be applied to any testing
Can be completed in one session
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Types of evidence |
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Expertise requirements |
Types of implementations
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Types of implementations
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