Field Notes

Differentiating Assessments for Special Needs Students

Colleen Uscianowski

Assessment data often paints a picture of special needs students two or more years behind their peers. In the math classroom, we might interpret this to mean students have not yet mastered the basics, like correctly computing amounts or memorizing formulas. But what if our assessments aren't showing us the whole picture? Assessments that focus on lower-level skills may limit students' ability to demonstrate their full range of knowledge. By tailoring our assessments to test for student understanding rather than merely recall of rote skills and definitions, we can truly determine if our students are ready to learn more complex topics.

Here are some ways to differentiate written math assessments for special needs students, evaluate fairly their understanding, and assess the full spectrum of their understanding.

Design Matters

Some small changes in assessment design will help students approach assessments in small, manageable pieces:

• Use a larger, sans-serif font. Text will be more legible, especially for students with reading impairments.
• Reduce the number of problems per page and include a clear delineation, such as a dark line, to separate problems.
• Space problems so that students have ample work space on assessment documents.

The key is to avoid overwhelming students. A clear, easy-to-navigate test can be a big help.

Make Fair Accommodations

Students' individualized education plans (IEPs) may stipulate that they are eligible to use a calculator; take extra time on an assessment; take the assessment in a separate, quieter location; or receive other accommodations. I believe that students should develop a thorough conceptual basis for computation. However, if not internalized by a certain age, it becomes a hindrance to use precious class time to review basic facts. Give students a calculator. Let them use a multiplication chart to solve problems. Include a number line at the top of worksheets and exams to aid in adding and subtracting. Some students may never memorize multiplication tables, but they may still have the capacity to learn calculus one day.

Provide Memory Supports

Many students with special needs have short- or long-term memory deficits, affecting their ability to recall information without supports to trigger their memory. If these supports are strategically incorporated into the design of the assessment, students can focus on applying their knowledge of a concept without being deterred by their inaccurate storage or slow retrieval of facts. Memory supports include

• Providing word banks with key vocabulary terms. These help trigger student knowledge of a term and aid spelling.
• Listing explicitly the necessary formulas, while still expecting students to demonstrate an accurate use of the formula.
• Underlining, bolding, or otherwise highlighting key words in word problems.
• Clueing students into key words that indicate how to solve a problem. The helpful hint in the example below takes the form of a thought bubble.
• Providing sentence starters for short response questions.
• Listing the number of steps required to solve the problem to help students organize their thinking for multistep procedures.

These memory supports are included in this example assessment item.

Analyze Errors

Error analysis can be instrumental to help students identify and correct gaps in their understanding. My students had the option to retake questions they solved incorrectly, with the potential to earn back half of the points they initially lost. More than doing the problem over, however, they had to analyze where their understanding broke down. They used this simple graphic organizer to conduct an error analysis of their own work.

Beyond Baselines

The exams we create and administer should reflect clear assessment goals. Are we evaluating students' retention of the concepts or application in novel situations? Special needs students may struggle with retention and recall, but given the opportunity and appropriate supports, they may shine with more complex assessment tasks. The strategies listed here apply not only to math exams, but can also be easily adapted for other subject areas as well. A carefully differentiated assessment will provide more meaningful data, indicating opportunities to challenge all students.

Colleen Uscianowski is a special education teacher who creates math resources for learning disabled elementary students. Learn more about her work at Luminous Learning.

ASCD Express, Vol. 9, No. 2. Copyright 2013 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.