Each chapter begins with "Chapter Objectives," "Key Terms," and "Overview" and concludes with "Summary" and "References." | |
Foundations of Assessment | |
Why Do Teachers Assess? | |
Individuals with Disabilities Education Improvement Act (IDEA) of 2004 | |
Who is Eligible for Special Education? | |
Response to Intervention (RTI) | |
Multidisciplinary Teams | |
The Individualized Education Program | |
Special Considerations for Young Children | |
Transition Services | |
Procedures for Ensuring the Rights of Students and Families | |
No Child Left Behind Act of 2001 | |
Assessment Requirements | |
Alternative assessments | |
Family Educational Rights and Privacy Act | |
Court Decisions Affecting Assessment Practices | |
Responding to Diversity | |
Boxes How It Works! Planning and Conducting Student Observations How It Works! Assessing Student Achievement in Mathematics at Highlands Middle School Research-based Practices: What's to Know? | |
Assessment Framework | |
Assessment Questions, Steps, and Purposes | |
Assessment Questions | |
Assessment Steps and Purposes | |
Assessment Approaches | |
Assessment of Assistive Technology Needs | |
Approaches to Assistive Technology Assessment | |
SETT Framework | |
Matching Person & Technology (MPT) | |
Wisconsin Assistive Technology Initiative (WATI) | |
Preparing to Administer Assessments | |
Before the Testing Begins | |
When the Student Arrives | |
After the Testing Is Completed | |
Interpreting Assessments with Accommodations or Modifications | |
Professional Standards | |
Confidentiality | |
Responding to Diversity | |
Avoiding Assessment Bias | |
Emerging Practices: Universal Design | |
Boxes | |
SNAPSHOT: Cory | |
Research-based Practices: English Language Learners and Learning Disabilities | |
How It Works! Assessment Practices in Action | |
Reliability and Validity | |
Reliability | |
Approach 1: Using Correlation Coefficients | |
Approach 2: Variances or Standard Deviations of Measurement Errors | |
Approach 3: Item Response Theory | |
Factors that Influence Reliability | |
Validity | |
Validity of Test Interpretations | |
Consequential Validity | |
Alternate Assessment | |
Out-of-Level Testing | |
Responding to Diversity: Fairness in Assessment | |
Equity | |
Nonbiased Assessment | |
Linguistic Diversity | |
Consideration of Adverse Consequences | |
Snapshot: Prentice Dillon and Erin Gates | |
Developing Technical Skills | |
Standardization Sample | |
Norm-referenced Tests | |
Criterion-referenced Tests | |
Distinguishing Norm-Referenced Tests from Criterion-Reference | |
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