Collect a variety of work samples from the student. Compare the completed work when the child was first learning a concept with where he is currently performing. Look for patterns of strengths and consistent mistakes that need improvement. The portfolio should detail the progression of learning over a longer time period.
Children can present information verbally to demonstrate an understanding of specific concepts. Verbally communicating through discussions and answering questions from a teacher can remove a lot of testing anxiety for a student in special education. Students can report knowledge of concepts individually or with a partner by presenting a topic to peers or only to the teacher.
Ask the student specific pre-planned questions addressing the objective. Begin by asking lower knowledge-level questions and gradually work towards higher, more abstract questions. If the student is obviously struggling or frustrated with answering correctly, use your judgment as to when to stop the interview. Another option is to informally talk through the learning objective with the child. Lead her to casually discuss ideas about the concept without asking specific questions.
Observe the student while he performs a task. Be careful not to interfere with the process so the child’s knowledge can be assessed in an unbiased manner. Watch for correct understanding of the concept as well as the student’s behavior. Does the child become frustrated during the task? To what level can he perform the task independently? Use this method of assessment to document the student’s functioning as well as determine what the next step in instruction will be.
Ask the child to write down or verbally explain what she feels her strengths and weaknesses are regarding a specific concept. Students learn to take responsibility for their learning when they take an active part in the assessment. The child should be able to explain what she struggles with and where more intense instruction is needed.