Which of the following is not a characteristic of intervention-based diagnostic assessment?

Intervention-based diagnostic assessments are primarily designed to evaluate how effective specific instructional strategies are for an individual student, particularly those who may struggle with learning. The characteristics of these assessments include a focus on providing tailored instruction to meet a student's individual learning needs, utilizing progress monitoring data to track improvements over time, and concentrating on specific learning interventions that help the student progress.

The determination of the presence of a disability is typically associated with comprehensive evaluations conducted by trained specialists, which is separate from the intervention-based framework. While these assessments may indicate whether a student is having difficulties that suggest a disability, their main purpose is to guide instructional interventions rather than to formally diagnose a disability. Therefore, focusing strictly on identifying a disability does not align with the primary goals of intervention-based diagnostic assessments, making this aspect distinct from the other characteristics listed.