post is a continuation from last week’s, in which I explained variables to
consider when assessing skills in speech, language, and self-advocacy.
areas of assessment covered in this post—audition, academic/ reading/ writing,
and psychological/ cognitive assessments—I have again listed some tests that
your team may want to consider when assessing deaf or hard of hearing students.
Because each student faces unique challenges and possesses different strengths,
you will have to work with your team to determine the best options. My suggestions are meant to serve as examples.
Audition: As part of a comprehensive
assessment, we need to know what our students are accessing. AFunctionalListening Evaluationis sometimes a good
option to get a sense of the student’s access in the classroom. Other less
formal measures such as those on Karen Anderson’s site take less time to administer and provide similar information.
of audition tests:
Functional Auditory Performance Indicators
Contrasts for Auditory and Speech Training
COMPASS Test of Auditory Discrimination
Academic/Reading/Writing: Many schools
use a version of the Woodcock-Johnson to assess academic skills. While this is
generally considered to be the standard test, savvy students can appear more
skilled than they actually are by guessing correctly on the multiple-choice
items. More challenging tests—such as the Weschler Individual Achievement Test
(WIAT)—which require students to read passages and respond to open-ended
questions may provide a better picture of the student’s skills. Formal reading
(including phonemic awareness, phonics, fluency, decoding, vocabulary, accuracy
and self-correction, and comprehension) and a writing assessment should also be
included with test results compared with student work samples.
of academic/reading/writing tests:
Dynamic Indicators of Basic Early Literacy
Phonological Awareness Literacy Screening (PALS)
Gray Oral Reading Test 5 (GORT 5)
Psychological/Cognitive: Testing in
this area is most often done by the school psychologist and analyzes verbal and
non-verbal abilities as well as auditory memory. A critical component of this
testing is to look at the difference between verbal and non-verbal scores.
Often our students with hearing loss will score lower in the verbal portions of
the test as a direct result of their hearing loss, which indicates the need for
of psychological/cognitive tests:
Weschler Intelligence Scale for Children (WISC)
WPPSI for younger children, WAIS for students
age 17 and older
How are you involved with student assessment?