Identification, diagnosis, assessment, and evaluation

Identification is the first step in the intervention and assessment process. It is screening a child to help him, or her receive an appropriate education. It is the first level, and brief assessment conducted before referrals are made to more in-depth and diagnostic assessment to determine if a child may need specialized services. The purpose of identification is to determine if a child might have a problem that needs thorough investigation.

Diagnosis involves determining the absence or presence of diseases which is the basis for every treatment decision in the confirmatory test. Diagnostic tests involve asymptomatic individuals with positive screening tests and symptomatic individuals for establishing the diagnosis. The tests are invasive, expensive but justifiable in order to establish the diagnosis. Results from diagnostic tests are the definite diagnosis (Hendricks et al., 2013, p 20).

Assessment focuses on outcomes, teaching, and learning. The main goal of assessment is to find information for improving teaching and learning. It is an interactive process between the faculty and students that informs the faculty of how well students are learning what is being taught. This information will enable the faculty to make changes in their learning environment, and students are given this information to help them improve their study and learning habits. Assessment information is course-based, learner centered and anonymous (Committee on Assessment and Evaluation in Education, 2005).

Evaluation is summative which acts as a final gauge of quality whereby it focuses on measurement. There is a recipient/administrator relationship as opposed to internally defined goals and criteria found in the assessment process. Evaluation is product oriented by determining what has been learned while the assessment is process-oriented in determining how learning is going. Evaluations are prescriptive. Evaluations are prescriptive with externally imposed standards. Assessments are reflective of internally defined goals and criteria. Evaluations purposes are to arrive at an overall score or grade while assessments aim at ongoing modifiability of problems.

                                        References

Hendricks D, Schall, C, Engstrom, J and Dillard C (2013) Assessment of screening, diagnosis and identification of Autism Spectrum Disorder in Virginia. 

Committee on Assessment and Evaluation in Education. (2005) Assessment and evaluation knowledge in education: Curricula framework. 

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