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Criterion-referenced assessment measures a student’s performance on a specified set of skills over time. Educators use criterion-referenced assessment when progress is to be evaluated solely by comparing a student’s own present and past performance. It is commonly used when normative, or standardized, scores are not necessary.
The Inventory of Early Development III consists of more than 100 assessments that cover a broad array of skills and behaviors to offer a comprehensive picture of a student’s skill mastery. Assessments cover key domains aligned to state and national standards, including the College and Career Readiness Standards, as well as IDEA requirements for a comprehensive and accurate assessment. With assessments in the key domains of Physical Development, Language Development, Literacy, Mathematics and Science, Daily Living, and Social-Emotional Development, the IED III is intended for use with students functioning at a developmental age from birth through age 7. The IED III supports educators in pinpointing present level of performance (PLOP), administering ongoing assessment, monitoring progress, and writing measurable objectives for IEPs. Examiners use one IED III Record Book per student for recording assessment results.
The Comprehensive Inventory of Basic Skills II includes two volumes—one for Reading/ELA and one for Mathematics—and consists of nearly 400 criterion-referenced assessments and grade-level placement tests intended for students in Grades K–9. The Reading/ELA content includes fluency assessments, and the Mathematics content is based on NCTM focal points. Assessments align to many state and national standards, including the College and Career Readiness Standards. The CIBS II supports educators in pinpointing PLOP and PLAAFP, providing ongoing assessment, monitoring progress, and writing measurable objectives for IEPs. Examiners use one CIBS II Record Book per student.
The Transition Skills Inventory consists of more than 100 assessments to support formal transition planning for middle- and high-school students as they prepare for life after high school. Based on Indicator 13, it accommodates varying skill levels in the domains of academic skills, post-secondary opportunities, independent living, and community participation. Educators use the TSI to pinpoint PLOP and write goals and objectives for transition planning. Examiners use one TSI Record Book per student for recording assessment results.
The Transition Skills Activities instruction resource consists of more than 250 lesson activities linked to the assessments found in the Transition Skills Inventory. Lessons offer modifications to fit interests and ability levels and cover post-secondary, independent living, and community participation skills. Educators use the TSA when delivering instruction inside the classroom and out in the community, and higher functioning students record their work in the TSA Student Book. The TSA is often used in tandem with the TSI to meet Indicator 13 requirements.
Norm-referenced, or standardized, assessment measures a student’s performance on a specific set of skills relative to that of same-age or same-grade students. Such assessments have been standardized and validated on a normative sample. Educators use standardized assessment when they need to derive normative scores, such as composite scores, percentile ranks, and age equivalents.
The Inventory of Early Development III Standardized consists of 55 norm-referenced assessments that allow educators to compare a child’s performance to that of same-age children in a nationally representative sample. Assessments cover a broad array of skills and behaviors in these key early learning and development domains: • Physical Development (gross motor and fine motor) • Language Development (receptive and expressive) • Academic Skills/Cognitive Development (literacy and mathematics) • Adaptive Behavior (daily living) • Social and Emotional Development (interpersonal and self-regulatory) The IED III Standardized is intended for use with children ages 0–7 and provides normative scores such as standard scores, percentile ranks, and age equivalents for children of these ages. (Normative scores cannot be derived for children age 8 or older.) Educators commonly use these normative scores, when indicated, to endorse a child’s eligibility for services. Examiners use one IED III Standardized Record Book per child for recording assessment results.
The IED III Standardization and Validation Manual gives the history and a technical explanation of the IED III Standardized. It includes information about test administration procedures, interpretation of results, standardization methodology, and the reliability and validity of the measure. Score conversion instructions, tables, and worksheets for the derivation of normed scores are found in the Appendices.
Curriculum Associates is continuing to sell the Comprehensive Inventory of Basic Skills II (CIBS II) Standardized Record Book. (Examiners use one CIBS II Standardized Record Book per student for recording assessment results.)
As of Dec. 31, 2020, the CIBS II Standardized examiner's manual is no longer available.
To find out about assessments available for Spanish-speaking students, please call Customer Service at (800) 225-0248.
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