In addition to formal evaluations, which type of data should the educational diagnostician obtain?

• A. The students discipline referrals
• B. The students curriculum-based, criterion-referenced, and informal data
• C. The students attendance records
• D. The students teachers opinions only

Answer: (B)

When evaluating a student, it’s essential to gather data that reflect how they perform in real classroom settings and against specific standards, not just results from formal tests. Curriculum-based assessments measure progress on the actual content and skills taught, aligned with what the student is expected to learn. Criterion-referenced data show whether the student meets defined performance criteria, independent of how peers are performing. Informal data—such as teacher observations, work samples, portfolios, and ongoing progress monitoring—provide a window into day-to-day performance, instructional responsiveness, and growth over time. Together, these data sources give a detailed, actionable view of strengths and gaps and help guide intervention and instructional planning.

Discipline referrals or attendance records add useful context about behavior or attendance issues, but they don’t directly indicate mastery of academic standards. Relying solely on teacher opinions omits objective measures of performance and can overlook specific skill deficits.