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Performance assessment: I would use these in my classroom frequently, simply asking each student to share one example, of fill-in-the-blank topic, with the class. These assessments are great for my deaf students since most struggle with writing in English.
Teacher-developed assessment: I would prefer to use these with my students, rather than the standardized tests. My deaf students are already behind grade level on most content areas. Though time consuming, I'd gladly make exams that will show me that they know the content area of what was covered without having material they can't understand or that is over their head. These would not necessarily be written tests because I would give them options of different ways they could convey what they have learned.
Criterion-referenced assessment: Each of my students is on a different learning level and language level, highly dependent on his/her background. With that in consideration, I don't find it necessary to reference them to each other. I would rather focus on whether or not my students understand the content and have mastered it. Instead of a written assignment, I can always have them "talk" me through the process of content area topic, to show mastery or non mastery.
Authentic assessment: Because the majority of my students live on campus and rarely leave, it is vital for my students to have as much access to skills needed in the 'real world' as possible. Setting up stations and doing role play would be great assessment for my students because it is authentic.
Informal assessment/Formal assessment: I'm torn between these two. The majority of students, whether special Ed or not, dislike tests, but they must complete them, regardless, at the end of the year (TCAP/PARCC/EOC) and possibly later, when planning for their futures (SAT/ACT). I would do occasional formal tests because they need to know how to handle that kind of situation and the pressures that come with it. I would prefer, however to do more frequent informal assessments, such as writing a short essay, group work activities, power-points, etc.
These are good ideas, Megan. You're right about teacher-created assessments being more time-intensive, but the truth is that once you have a basic idea for an assessment, you can modify it each year (which makes it much easier!). All of your assessments show a great deal of understanding for where your students are, and a commitment to ensuring that they are all able to succeed.
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