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The following table uses Mickelson's (1987) evaluation model to illustrate
what types of assessment tools help to examine the process the learner uses to
complete the task and the product that evaluates the end outcome.
| Tools to assess the process (steps
taken to complete the task) |
Tools to assess the product (the
final outcome) |
| Anecdotal comments |
Reading logs |
| Interviews |
Writing journals or folders |
| Conferences |
Notebooks |
| Focused observations |
Learner audiotapes |
| Checklists: skills, strategies, process being used and self-assessment
to describe the process they think they use |
Learner self-assessment |
| Informal tests: cloze, predictive tests "how to" tests |
Demonstrations |
| Dynamic assessment (assess, assist and reassess) |
Formal assessments such as norm referenced and standardized tests |
Source for above chart see endnote34
Impact of learning disabilities on literacy skills
Assessing oral communication (speaking and listening)
Auditory and organizational type disabilities are often expressed when
assessing an individual's oral communication. Interviewing should help elicit
specific problems such as vocabulary and organizational difficulties. Learners
may have difficulty discriminating sounds, retrieving information (names),
repeating words that have a number of syllables and they may have difficulty
with organizing their thoughts and expressing their ideas. Practitioners
should ask learners if they recognize these struggles and, if so, if they have
any strategies they use when they run into such problems.
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