Assessing the Mathematical Skills of Students With Disabilities

Abstract

In this article, the authors discuss 4 critical components of mathematics assessment that relate to instruction: (a) teachers need to be knowledgeable about mathematical standards and align them with assessment; (b) assessment should combine formal and informal approaches to obtain a more authentic picture of students' performance and meaningfully evaluate progress; (c) assessment should integrate environmental and instructional adaptations to meet the needs of individual students; and (d) teachers need to establish collaborative partnerships with parents and professionals. To enable educators to become more responsive when assessing students with special needs, the authors provide concrete examples and practical guidelines.

Keywords:

• assessment
• disabilities
• mathematics
• special education
• standards