Critique 3 assessments: norm-referenced, criterion-referenced, and performance-b

Critique 3 assessments: norm-referenced, criterion-referenced, and performance-based, informal assessments (includes portfolios). Options for assignment: 1. use the table template provided (doc sharing); 2. develop a video of yourself discussing these criteria; or 3. develop a narrated ppt covering the following:
·Description, purpose, and use of the test and subtests,
(i.e. early identification, screening, interventions, eligibility, diagnosis, identification of relevant instructional content, monitoring the effectiveness of instruction) [ESE 2.1],[REC 3.2] [REC 3.3], [ESE 2.3] [REC 3.1]
· Description of the target population,
(i.e. ESE, ELL, struggling readers, RTI levels, placement, etc.)
· Discuss if the test is a quantitative and or qualitative instructional assessments. [REC 3.5]
·Technical adequacy of the test (see chapter 4 of the textbook)
(i.e. norming, validity, reliability, standard error of measurement, studies conducted, etc.)
·Description of the scores and interpretation of outcome measures including any bias for those with varying English proficiency [REC 3.4]
· A discussion of the administration of the test
(i.e. training required, setting of administration, materials handling, security, confidentiality of tests, adherence to test protocols, appropriateness of assessment for student needs, etc.)
· A discussion of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels and discuss issues around accountability [ESOL Domain 5 Standard 1.].
· A discussion of legal requirement and ethical principles regarding the assessment of students with exceptionalities
(standards, laws, teaching profession standards, ethical behavior, etc.) [ESE 2.2].