Information
You have selected the domain to be assessed and the development profile that is most appropriate for the learner. You must now prepare to administer the assessment. The CALI – Functional Skills for Independence proposes four different methods for assessing a learner’s skills: questionnaire, interview, observation, and structured assessment. Each method requires separate preparation. This fourth step in the assessment process explains how to plan the assessment of the selected domain effectively.Learning Objective
Perform the steps required to adequately prepare for the assessment of the chosen domain.
Preparing for the Assessment
Assessment methods are recommended on the basis of the domain and the selected development profile. Here is what you must do to adequately prepare for the assessment:
1. Consult the Administration Guide for the selected domain(s).
Be sure to read the information in the Administration Guide carefully.
Click below to examine each of the components of an Administration Guide.
Your Administration Guide has 11 sections – an introduction and an Administration Guide for each of the 10 domains in the CALI – Functional Skills for Independence.
Each domain’s Administration Guide is laid out in a similar way.
… an introduction…
… a list of skills for the domain in question…
… and guidelines for administering the different items in the selected profile.
2. Consult the appropriate scoring protocol for the selected domain and development profile.
Select the scoring protocol that you need.
29 scoring protocols
3. Become familiar with the assessment methods.
Functional skills for independence can be assessed in the following ways:
Questionnaire
The assessor sends a copy of the Questionnaire found in the scoring protocol to the parent/guardian, a teacher/caregiver, or the learner. The Questionnaire can be completed by more than one person, as needed.
Interview
The assessor meets with the person best able to provide information about the learner’s skills in the selected domain (e.g., parent, child care educator, teacher) and gathers information using the guiding questions suggested in the scoring protocol. The assessor can conduct interviews with more than one person, as needed.
Observation
The assessor observes the learner in their natural environment or provides instruction to another person to observe and take notes. The recommended context for each item is described in the Administration Guide.
Structured Assessment
The assessor provides the learner with an opportunity to demonstrate their skills. The assessor can thus determine the learner’s level of independence. The context recommended for each item is described in the Administration Guide.
4. Consult the guide Preparing for the Structured Assessment if the domain being assessed uses a structured assessment.
The structured assessment is the assessment method that requires the most elaborate preparation. Here is a guide containing additional information about scoring, some sample videos, materials, and tips for conducting an effective structured assessment:
Preparing for the Structured Assessment
5. Prepare the materials.
The materials required vary depending on the assessment method selected.
Questionnaire
The scoring protocols contain one version of the Questionnaire intended for parents/guardians and another version for teachers/caregivers. A third version is available for learners. Print the necessary documents.
Interview
The scoring protocols contain the interview questions. Print the necessary documents.
Observation
The scoring protocols contain the grids to be used during observation sessions. Print the necessary documents and become familiar with the skills to be observed.
Structured Assessment
The scoring protocols contain the grids for scoring the learner’s performance during the structured assessment. Print the necessary documents. You must also prepare all the necessary materials tailored to your learner’s needs in order to conduct the structured assessment session. A list of suggested materials is provided in the Administration Guide, and examples are given in the guide Preparing for the Structured Assessment.
6. Decide on an appropriate location for administering the structured assessment or carrying out an observation session with the learner.
Choose the best location based on the skill being assessed and the learner’s needs. Here are a few tips:- Assess skills in the preferred natural environment (e.g., the skill Throw a ball would be assessed in the gymnasium or outdoors).
- Take advantage of opportunities in the learner’s daily schedule (e.g., if you are going to assess math skills, choose math class).
- Choose a quiet, peaceful location if that is best for the learner.
- Administer items in different locations to keep the learner interested and motivated.
7. Consult those involved and inform them about the structured assessment or observation sessions.
Make sure staff members are informed about your presence or the learner’s possible absence, depending on the location chosen for the observation or assessment sessions. Inform the parents/guardians and the learner as well, especially if the learner is shy, reserved, or does not react well to change.
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