Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
The Assessment Process | p. 1 |
Defining and Describing the Assessment of Students with Special Needs | p. 2 |
Objectives | p. 2 |
Overview | p. 2 |
Defining Assessment | p. 3 |
Check Your Comprehension | p. 4 |
Importance of Assessment | p. 5 |
Assessment Influences | p. 5 |
Historical Perspective | p. 6 |
Check Your Comprehension | p. 14 |
Legal Considerations | p. 14 |
Check Your Comprehension | p. 17 |
Summary | p. 17 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 17 |
Steps in the Assessment Process | p. 19 |
Objectives | p. 19 |
Overview | p. 19 |
The Assessment Process | p. 19 |
The Screening Process | p. 20 |
Check Your Comprehension | p. 25 |
The Eligibility Process | p. 25 |
Check Your Comprehension | p. 28 |
The Individual Education Plan (IEP) | p. 29 |
Check Your Comprehension | p. 34 |
Instructional Intervention | p. 34 |
Check Your Comprehension | p. 36 |
The Progress-Measuring Process | p. 36 |
Check Your Comprehension | p. 38 |
Summary | p. 39 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 40 |
Inclusive Assessment | p. 41 |
Objectives | p. 41 |
Overview | p. 41 |
Questions Teachers Ask About Inclusive Assessment | p. 41 |
Growth of Inclusive Education | p. 42 |
Definition of Inclusion | p. 42 |
Assessment Issues in General Education | p. 43 |
Why Do We Modify Assessment in Inclusive Settings? | p. 43 |
New Approaches to Inclusive Assessment | p. 44 |
Team Assessment | p. 44 |
Check Your Comprehension | p. 47 |
Alternative Grading | p. 47 |
Check Your Comprehension | p. 53 |
Modifying Teacher-Made Tests | p. 53 |
Check Your Comprehension | p. 56 |
Cooperative Learning Assessment | p. 56 |
Check Your Comprehension | p. 61 |
Summary | p. 61 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 62 |
Assessment Concepts and Skills | p. 63 |
Practical Measurement Concepts | p. 64 |
Objectives | p. 64 |
Overview | p. 64 |
Introduction to the Measurement Concepts | p. 64 |
Check Your Comprehension | p. 76 |
Reliability | p. 76 |
Check Your Comprehension | p. 79 |
Validity | p. 79 |
Check Your Comprehension | p. 83 |
Norm-Referenced and Criterion-Referenced Assessment | p. 83 |
Norm-Referenced Assessment | p. 84 |
Test Norms | p. 84 |
Check Your Comprehension | p. 86 |
Practical Measurement Concepts | p. 86 |
Check Your Comprehension | p. 89 |
Summary | p. 89 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 90 |
Test Scores and What They Mean | p. 91 |
Objectives | p. 91 |
Overview | p. 91 |
Using Scores Properly | p. 91 |
Definition of Scores | p. 92 |
Problems with Test Scores | p. 93 |
Accurately Interpreting Test Scores | p. 94 |
Check Your Comprehension | p. 95 |
Types of Scores | p. 95 |
Check Your Comprehension | p. 96 |
Specific Criterion-Referenced Scores | p. 96 |
Check Your Comprehension | p. 99 |
Specific Norm-Referenced Scores | p. 99 |
Check Your Comprehension | p. 103 |
Percentile Ranks | p. 104 |
Check Your Comprehension | p. 105 |
Standard Scores | p. 105 |
Check Your Comprehension | p. 108 |
Principles of Using Scores | p. 109 |
Check Your Comprehension | p. 110 |
Summary | p. 110 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 111 |
Selecting and Using Assessment Instruments | p. 112 |
Objectives | p. 112 |
Overview | p. 112 |
The Decision Model | p. 113 |
Locating Appropriate Assessment Instruments | p. 115 |
Evaluating Assessment Instruments | p. 117 |
Check Your Comprehension | p. 120 |
Using Assessment to Document Teaching and Learning | p. 120 |
Practical Considerations in Providing Test Accommodations | p. 125 |
Prompting During Assessment | p. 125 |
Anecdotal Assessment Information | p. 126 |
Check Your Comprehension | p. 127 |
Assessment Proficiency | p. 127 |
Report Writing Principles | p. 130 |
Sample Reports | p. 130 |
Check Your Comprehension | p. 138 |
Summary | p. 138 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 139 |
Assessing General Performance | p. 141 |
Assessing Intelligence | p. 142 |
Objectives | p. 142 |
Overview | p. 142 |
Introduction | p. 142 |
Why Do We Assess Intelligence? | p. 147 |
Issues in Intelligence Testing | p. 149 |
Check Your Comprehension | p. 152 |
Individually Adminsitered Tests of General Ability | p. 153 |
Check Your Comprehension | p. 159 |
Specialized Measures of Intelligence | p. 160 |
Check Your Comprehension | p. 165 |
Guidelines for Teachers in Using Intelligence Test Results | p. 166 |
Summary | p. 167 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 172 |
Developmental Assessment | p. 174 |
Objectives | p. 174 |
Overview | p. 174 |
Defining and Describing Developmental Assessment | p. 174 |
Provisions for Infants and Toddlers in IDEA | p. 176 |
The Team Approach | p. 178 |
Questions Teachers Ask About the Developmental Approach | p. 178 |
Principles of Developmental Assessment | p. 179 |
Why Do We Use Developmental Assessment? | p. 181 |
Check Your Comprehension | p. 182 |
Developmental Assessment Instruments | p. 183 |
Representative Developmental Screening Tests | p. 184 |
Check Your Comprehension | p. 190 |
Diagnostic Scales of Developmental Skills | p. 190 |
Check Your Comprehension | p. 195 |
Developmental Readiness Tests | p. 195 |
Representative Readiness Tests | p. 196 |
Check Your Comprehension | p. 199 |
Specialized Developmental Assessment | p. 200 |
Specialized Developmental Assessment Instruments | p. 202 |
Check Your Comprehension | p. 204 |
Infant Assessment | p. 204 |
Check Your Comprehension | p. 207 |
Summary | p. 207 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 214 |
Assessing Motor Proficiency, Perception, and Learning Styles | p. 216 |
Objectives | p. 216 |
Overview | p. 216 |
Introduction to Assessing Motor Proficiency and Perception | p. 216 |
Check Your Comprehension | p. 220 |
Assessing Motor Proficiency | p. 220 |
Representative Motor Proficiency Tests | p. 221 |
Check Your Comprehension | p. 225 |
Assessing Perception and Perceptual-Motor Skills | p. 225 |
Representative Perception and Perceptual-Motor Tests | p. 227 |
Check Your Comprehension | p. 230 |
Assessing Learning Styles | p. 230 |
Learning Style Inventories | p. 231 |
Check Your Comprehension | p. 234 |
Summary | p. 234 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 239 |
Language and Bilingual Assessment | p. 240 |
Objectives | p. 240 |
Overview | p. 240 |
The Importance of Language Assessment | p. 240 |
Considerations in Language Assessment | p. 242 |
The Structural Components of Language | p. 243 |
Why Do We Assess Language? | p. 244 |
Curriculum-Based Language Assessment | p. 245 |
Check Your Comprehension | p. 246 |
Assessing the Sounds of Language: Phonology | p. 246 |
Check Your Comprehension | p. 249 |
Assessing Units of Meaning (Morphology) and Phrases and Sentences (Syntax) | p. 249 |
Check Your Comprehension | p. 253 |
Assessing Semantics and Pragmatics | p. 253 |
Check Your Comprehension | p. 258 |
Comprehensive Measures of Language | p. 258 |
Check Your Comprehension | p. 263 |
Assessing Students Who Are Culturally and Linguistically Diverse | p. 264 |
Assessing Students with Severe Communication Disorders | p. 265 |
Summary | p. 267 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 267 |
Assessing Behavior | p. 274 |
Objectives | p. 274 |
Overview | p. 274 |
The Importance of Assessing Behavior | p. 274 |
Behavior Assessment Principles | p. 277 |
Why Do We Assess the Behavior of Students with Special Needs? | p. 278 |
Check Your Comprehension | p. 278 |
Behavior Rating Scales | p. 278 |
Check Your Comprehension | p. 284 |
Direct Observation | p. 284 |
Check Your Comprehension | p. 290 |
Assessing Self-Concept | p. 290 |
Check Your Comprehension | p. 293 |
Assessing Attention Deficit Hyperactivity Disorder | p. 293 |
Check Your Comprehension | p. 303 |
Summary | p. 304 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 304 |
Assessing Adaptive Behavior | p. 306 |
Objectives | p. 306 |
Overview | p. 306 |
Assessing Adaptive Behavior | p. 306 |
Check Your Comprehension | p. 311 |
Adaptive Behavior Scales | p. 311 |
Check Your Comprehension | p. 318 |
Summary | p. 318 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 321 |
Career and Vocational Assessment | p. 323 |
Objectives | p. 323 |
Overview | p. 323 |
Introducing Career and Vocational Assessment | p. 324 |
Check Your Comprehension | p. 328 |
Assessing Career and Vocational Interests | p. 329 |
Vocational Interest Inventories | p. 330 |
Check Your Comprehension | p. 333 |
Assessing Prevocational and Employability Skills | p. 334 |
Check Your Comprehension | p. 335 |
Work Sample Evaluation | p. 335 |
Check Your Comprehension | p. 336 |
Situational and On-the-Job Assessment | p. 337 |
Check Your Comprehension | p. 341 |
Summary | p. 342 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 346 |
Assessing Academic Achievement | p. 349 |
Assessing Academic Achievement: Curriculum-Based and Norm-Referenced Strategies | p. 350 |
Objectives | p. 350 |
Overview | p. 350 |
Introduction to Assessing Academic Achievement | p. 351 |
Check Your Comprehension | p. 353 |
Curriculum-Based Assessment of Academic Achievement | p. 354 |
Check Your Comprehension | p. 360 |
Norm-Referenced Assessment of Academic Achievement | p. 360 |
Individual Achievement Tests | p. 363 |
Check Your Comprehension | p. 370 |
Summary | p. 371 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 376 |
Assessing Reading Achievement | p. 377 |
Objectives | p. 377 |
Overview | p. 377 |
The Importance of Assessing Reading | p. 378 |
Check Your Comprehension | p. 380 |
Curriculum-Based Reading Assessment | p. 380 |
Check Your Comprehension | p. 391 |
Informal Reading Inventories | p. 392 |
Check Your Comprehension | p. 393 |
Norm-Referenced Reading Tests | p. 393 |
Check Your Comprehension | p. 400 |
Summary | p. 400 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 402 |
Assessing Mathematics Achievement | p. 404 |
Objectives | p. 404 |
Overview | p. 404 |
The Importance of Assessing Mathematics | p. 404 |
Check Your Comprehension | p. 408 |
Curriculum-Based Assessment of Mathematics Performance | p. 408 |
Check Your Comprehension | p. 413 |
Formal Assessment in Mathematics | p. 414 |
Check Your Comprehension | p. 418 |
Summary | p. 419 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 420 |
Assessing Written Expression | p. 421 |
Objectives | p. 421 |
Overview | p. 421 |
Assessing Written Language | p. 421 |
Curriculum-Based Written Language Assessment | p. 423 |
Curriculum-Based Spelling Assessment | p. 426 |
Written Language Profile | p. 427 |
Check Your Comprehension | p. 435 |
Formal Written Language Assessment | p. 437 |
Check Your Comprehension | p. 440 |
Summary | p. 440 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 442 |
Portfolio Assessment | p. 443 |
Objectives | p. 443 |
Overview | p. 443 |
Growing Interest in Portfolio Assessment | p. 443 |
Portfolios in the Classroom | p. 444 |
Defining Portfolios and Assessment | p. 444 |
Emphasis on Performance | p. 445 |
Focus on Writing and Reading | p. 445 |
Types of Portfolios | p. 445 |
Check Your Comprehension | p. 450 |
Why Do We Use Portfolio Assessment? | p. 451 |
Check Your Comprehension | p. 453 |
The Portfolio Assessment Process | p. 453 |
Selecting Portfolio Contents | p. 453 |
Portfolio Evaluation Procedures | p. 455 |
Check Your Comprehension | p. 463 |
Portfolio Conferences | p. 464 |
Check Your Comprehension | p. 468 |
Summary | p. 468 |
Meeting Performance Standards and Preparing for Licensure Exams | p. 471 |
References | p. 473 |
Glossary | p. 484 |
Name Index | p. 496 |
Subject Index | p. 500 |
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The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.