Assessment : In Special and Inclusive Education

by Salvia, John; Ysseldyke, James; Witmer, Sara

• ISBN13: 9780547134376
• ISBN10: 0547134371
• Edition: 11th
• Format: Paperback
• Copyright: 2009-01-29
• Publisher: Cengage Learning

Summary

As the standard professional resource in the field, ASSESSMENT IN SPECIAL AND INCLUSIVE EDUCATION, 11th Edition, offers basic assessment information along with a handbook-style reference of actual reviews of the tests most administered in K?12 schools. Completely up to date, the Eleventh Edition takes a new "dual approach"?teaching readers how to do assessments correctly as well as how to use assessment information to enhance student competence. It educates those who assess students to broaden their labors from efforts designed to make predictions about students' lives to efforts designed to make a difference in the lives of the students they serve.

Table of Contents

Introduction

Introduction: Context for Assessment in Schools and Current Practices

Assessment Defined

The Importance of Assessment in School and Society

Types of Assessment Decisions Made by Educators

Screening Decisions: Are There Unrecognized Problems?

Progress Monitoring Decisions: Is the Student Making Adequate Progress?

Instructional Planning and Modification Decisions: What Can We Do to Enhance Competence and Build Capacity, and How Can We Do It?

Resource Allocation Decisions: Are Additional Resources Necessary?

Eligibility for Special Education Services Decisions: Is the Student Eligible for Special Education and Related Services?

Program Evaluation: Are Instructional Programs Effective?

Accountability Decisions: Does What We Do Lead to Desired Outcomes?

Important Things to Think About as You Read and Study This Textbook

The Type of Decision Determines Type of Information Needed

Focus on Alterable Behaviors

Assess Instruction Before Assessing Learners

Assessment Is Broader than Testing

Assessments Have Consequences

Not All Assessments are Equal

Assessment Practices are Dynamic

Preparing to Learn About Assessment in Special and Inclusive Education in Today's Schools

Good News

Legal and Ethical Considerations in Assessment

Laws

Section 504 of the Rehabilitation Act of 1973

Major Assessment Provisions of the Individuals with Disabilities Education Improvement Act (IDEA)

The No Child Left Behind Act of 2001

2004 Reauthorization of IDEA

Ethical Considerations

Beneficence

Recognition of the Boundaries of Professional Competence

Respect for the Dignity of Persons

Adherence to Professional Standards on Assessment Test Security

Test Scores and How to Use Them

Basic Quantitative Concepts

Scales of Measurement

Characteristics of Distributions

Average Scores

Measures of Dispersion

Correlation

Scoring Student Performance

Objective Versus Subjective Scoring

Summarizing Student Performance

Interpretation of Test Performance

Criterion-Referenced Interpretations

Achievement-Standards

Referenced Interpretations

Norm-Referenced Interpretations

Norms Important Characteristics

Proportional Representation

Number of Subjects

Age of Norms

Relevance of Norms

Technical Adequacy

Reliability Error in Measurement

The Reliability Coefficient

Standard Error of Measurement

Estimated True Scores

Confidence Intervals

Validity General Validity

Methods of Validating Test Inferences

Factors Affecting General Validity

Responsibility for Valid Assessment

Using Test Adaptations and Accommodations

Why Be Concerned About Testing Adaptations? Changes in Student Population

Changes in Educational Standards

The Need for Accurate Measurement

It Is Required by Law

The Importance of Promoting Test Accessibility

Concept of Universal Design

Universal Design Applications

Promote Better Testing for All

Factors to Consider in Making Accommodation Decisions

Ability to Understand Assessment Stimuli

Ability to Respond to Assessment Stimuli

Normative Comparisons

Exposure to the Curriculum Being Tested (Opportunity to Learn)

Environmental Considerations

Cultural Considerations

Linguistic Considerations

Categories of Testing Accommodations

Recommendations for Making Accommodation Decisions During Eligibility Testing

Students with Disabilities

Recommendations for Making Accommodation Decisions During Accountability Testing

Assessment in Classrooms

Assessing Behavior Through Observation

General Considerations

Live or Aided Observation

Obtrusive Versus Unobtrusive Observation

Contrived Versus Naturalistic Observation

Defining Behavior

Measurable Characteristics of Behavior

Sampling Behavior

Contexts

Times

Behaviors

Conducting Systematic Observations

Preparation

Data Gathering

Data Summarization

Criteria for Evaluating Observed Performances

Teacher-Made Measures of Achievement

Uses

Ascertain Skill Development

Monitor Instruction

Document Instructio

Table of Contents provided by Publisher. All Rights Reserved.