| 4.1 | Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. |
| 4.2 | Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. |
| 4.3 | Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. |
| 4.4 | Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. |
