Assessing Students with Special Needs

by Venn, John J.

• ISBN13: 9780131101494
• ISBN10: 0131101498
• Additional ISBN(s): 9780131712966
• Edition: 3rd
• Format: Hardcover
• Copyright: 2004-01-01
• Publisher: Prentice Hall
• More Book Details
• Purchase Benefits

Summary

Known for its practical, applied approach, the fourth edition of John Venn's "Assessing Student's with Special Needs "continues to focus on how teachers can use assessment as a guide to instruction. This noteworthy revision focuses on what teachers really need to know to include assessment in the curriculum. Coverage includes all of the core information expected of an assessment text, but the book goes far beyond the basics by addressing multicultural considerations, technology and assessment, high-stakes testing, and the reauthorization of IDEA. The book clearly shows how assessment is more than giving a test to a child, but is an essential tool for teachers as they help students achieve, learn, develop, and grow.

Table of Contents

PART I The Assessment Process	1	(82)
Defining and Describing the Assessment of Students With Special Needs	3	(22)
Objectives	3	(1)
Overview	3	(1)
Defining Assessment	4	(1)
Measurement	5	(1)
Testing	5	(1)
Comprehension Check	5	(1)
Importance of Assessment	6	(1)
Influences on Assessment	6	(1)
Historical Perspective	7	(8)
Testing Intelligence	10	(1)
Assessing Large Groups	10	(1)
Assessing Adaptive Behavior	11	(1)
Developmental Assessment	11	(1)
Individual Diagnosis and Prescription	12	(1)
Individual Achievement Testing	12	(1)
Assessing Behavior	13	(1)
Nonbiased Testing	13	(1)
Curriculum-Based Assessment	14	(1)
Assessment in Inclusive Settings	14	(1)
The Digital Transformation	14	(1)
Comprehension Check	15	(1)
Legal Considerations	16	(3)
IDEA 1997	16	(2)
Ethical Considerations and Professional Standards	18	(1)
Comprehension Check	19	(1)
Summary	19	(1)
Performance Standards for Special Education Teachers	20	(1)
Chapter Review and Application	21	(1)
References	22	(3)
Steps in the Assessment Process	25	(30)
Objectives	25	(1)
Overview	25	(1)
Overview of the Assessment Process	25	(2)
The Screening Process	27	(3)
Special Considerations and Precautions	27	(1)
Child-Study Teams	28	(1)
Screening Instruments	28	(1)
Limitations of Screening	28	(1)
Why Do We Screen Students?	28	(1)
Prereferral Activities	29	(1)
Comprehension Check	30	(2)
The Eligibility Process	32	(3)
Assessment Instruments for Determining Eligibility	33	(1)
Limitations of Eligibility Determination	34	(1)
Why Do We Use Assessment to Determine Eligibility?	34	(1)
Practical Application of the Eligibility Process	34	(1)
Comprehension Check	35	(1)
The Individual Education Plan (IEP) Process	36	(5)
IEPs and the Diagnostic--Prescriptive Model	36	(1)
Individual Family Service Plans and Transition IEPs	37	(1)
Practical Application of the IEP Process	38	(1)
Assessing IEP Quality	39	(1)
IEPs and Participation in General Education	40	(1)
Comprehension Check	41	(4)
The Instructional Intervention Process	45	(2)
Assessment Instruments for Instructional Intervention	45	(1)
Limitations of Assessment in Instructional Intervention	45	(1)
Why Do We Use Assessment in Instructional Intervention?	45	(1)
Practical Application of Assessment in Instructional Intervention	46	(1)
Comprehension Check	47	(1)
The Progress Measuring Process	47	(3)
Assessment Instruments for Measuring Progress	47	(1)
Limitations of Measuring Student Progress	48	(1)
Why Do We Assess Student Progress?	48	(1)
Practical Application of the Progress Measuring Process	49	(1)
Comprehension Check	50	(1)
Summary	50	(1)
Performance Standards for Special Education Teachers	51	(1)
Chapter Review and Application	52	(1)
References	53	(2)
Inclusive Assessment	55	(28)
Objectives	55	(1)
Overview	55	(1)
Questions Teachers Have About Inclusive Assessment	55	(1)
Growth of Inclusive Education	56	(2)
Definition of Inclusion	56	(1)
Assessment Issues in General Education	57	(1)
Why Do We Modify Assessment for Students With Disabilities in Inclusive Settings?	58	(1)
New Approaches to Assessment in Inclusive Settings	58	(2)
Team Assessment	59	(1)
Comprehension Check	60	(7)
Cooperative Learning Assessment	60	(7)
Peer Tutoring Assessment	67	(1)
Comprehension Check	67	(1)
Modifying Teacher-Made Tests	68	(3)
Test Format Modifications	69	(1)
Test Directions	69	(1)
Response Modes	70	(1)
Test Items	70	(1)
Modifying the Test Setting and Timing	70	(1)
Text Anxiety	71	(1)
Comprehension Check	71	(1)
Alternative Grading	71	(3)
Pass/Fail Grading	72	(1)
Multiple Grading	72	(1)
Grading for Effort	72	(1)
Portfolio Grading	72	(1)
Competency-Based Grading	73	(1)
Point Systems	73	(1)
Contract Grading	73	(1)
Descriptive Grading	74	(1)
Level Grading	74	(1)
IEP Grading	74	(1)
Mastery Level/Criterion Grading	74	(1)
Shared Grading	74	(1)
Comprehension Check	74	(1)
Questions Teachers Ask About Alternative Grades and Test Accommodations	75	(1)
Summary	76	(1)
Performance Standards for Special Education Teachers	76	(2)
Chapter Review and Application	78	(2)
References	80	(3)
PART II Assessment Concepts and Skills	83	(96)
Practical Measurement Concepts	85	(32)
Objectives	85	(1)
Overview	85	(1)
Introduction to the Measurement Concepts	85	(13)
Definition of Statistics	86	(1)
Distributions	87	(4)
Measures of Central Tendency	91	(1)
Measures of Variability	92	(6)
Comprehension Check	98	(1)
Reliability	99	(3)
Test-Retest Reliability	99	(1)
Alternate-Form Reliability	100	(1)
Split-Half Reliability	100	(1)
Interrater Reliability	101	(1)
Comprehension Check	102	(1)
Validity	102	(4)
Content Validity	102	(1)
Criterion-Related Validity	103	(1)
Construct Validity	104	(1)
Consequences of Testing	105	(1)
Comprehension Check	106	(1)
Norm-Referenced and Criterion-Referenced Assessment	107	(1)
Norm-Referenced Assessment	107	(1)
Criterion-Referenced Assessment	107	(1)
Test Norms	107	(3)
Standardization	109	(1)
Comprehension Check	110	(1)
Practical Measurement Concepts	110	(3)
Checklist of Practical Measurement Concepts	110	(1)
Fairness in Assessment	110	(3)
Comprehension Check	113	(1)
Summary	113	(1)
Performance Standards for Special Education Teachers	114	(1)
Chapter Review and Application	114	(2)
References	116	(1)
Test Scores and What They Mean	117	(26)
Objectives	117	(1)
Overview	117	(1)
Using Scores Properly	117	(4)
Definition of Scores	118	(2)
Problems with Test Scores	120	(1)
Accurately Interpreting Test Scores	121	(1)
Comprehension Check	121	(1)
Types of Scores	121	(2)
Raw Scores	121	(1)
Norm-Referenced Scores	122	(1)
Criterion-Referenced Scores	122	(1)
Comprehension Check	123	(1)
Specific Criterion-Referenced Scores	123	(3)
Simple Numerical Reports	124	(1)
Percent Correct Scores	124	(1)
Letter Grades	124	(1)
Graphical Reports	125	(1)
Comprehension Check	126	(1)
Specific Norm-Referenced Scores	126	(10)
Age Scores	126	(2)
Grade Scores	128	(1)
Advantages of Age and Grade Scores	128	(1)
Disadvantages of Age and Grade Scores	128	(3)
Percentile Ranks	131	(1)
Standard Scores	132	(3)
Advantages of Standard Scores	135	(1)
Disadvantages of Standard Scores	135	(1)
Relationship Among Percentiles and Standard Scores	136	(1)
Comprehension Check	136	(1)
Principles of Using Scores	136	(1)
Comprehension Check	137	(1)
Summary	137	(1)
Performance Standards for Special Education Teachers	138	(1)
Chapter Review and Application	139	(1)
References	140	(3)
Selecting and Using Assessment Instruments	143	(36)
Objectives	143	(1)
Overview	143	(1)
The Decision Model	144	(9)
Assessment Decisions	145	(1)
Required Assessment Information	145	(1)
Available Assessment Information	145	(1)
Needed Assessment Information	146	(1)
Locating Appropriate Assessment Instruments	146	(4)
Evaluating Assessment Instruments	150	(1)
Practical Criteria for Test Selection and Evaluation	150	(3)
Comprehension Check	153	(1)
Using Assessment to Document Teaching and Learning	153	(2)
Preparing for Assessment	154	(1)
Reviewing Records	154	(1)
Gathering Information	154	(1)
Reviewing the Assessment Tool	154	(1)
Organizing the Assessment Session	155	(1)
Comprehension Check	155	(1)
The Assessment Environment	155	(1)
The Assessment Setting	156	(1)
Minimizing Distractions	156	(1)
Comprehension Check	156	(1)
Student Needs During Assessment	156	(3)
Test Anxiety	156	(1)
Session Length	157	(1)
Test Accommodations	157	(1)
Practical Considerations in Providing Test Accommodations	158	(1)
Comprehension Check	159	(1)
Prompting During Assessment	159	(1)
Verbal Cues	160	(1)
Modeling	160	(1)
Physical Prompts	160	(1)
Comprehension Check	160	(1)
Assessment Proficiency Checklist	160	(2)
Anecdotal Assessment Information	162	(1)
Behavior Problems	162	(1)
The Importance of Accuracy	162	(1)
Comprehension Check	163	(1)
Report Writing	163	(11)
General Principles of Report Writing	164	(1)
Sample Reports	165	(9)
Comprehension Check	174	(1)
Summary	174	(1)
Performance Standards for Special Education Teachers	175	(1)
Chapter Review and Application	175	(2)
References	177	(2)
PART III Assessing General Performance	179	(254)
Assessing Intelligence	181	(44)
Objectives	181	(1)
Overview	181	(1)
Introduction	182	(9)
Purpose of Intelligence Testing	183	(1)
Defining Intelligence	183	(1)
Instructional Implications of Intelligence	184	(1)
Behaviors Measured by Intelligence Tests	185	(1)
Individually Administered Tests of General Intelligence	185	(1)
Specialized Tests of Intelligence	186	(1)
Why Do We Give Intelligence Tests?	187	(3)
Issues in Intelligence Testing	190	(1)
Comprehension Check	191	(1)
Individually Administered Intelligence Tests of General Ability	192	(10)
Wechsler Intelligence Scale for Children, Third Edition (WISC-III)	193	(5)
Stanford--Binet Intelligence Scale, Fourth Edition	198	(2)
Other Individually Administered Tests of General Ability	200	(2)
Comprehension Check	202	(1)
Specialized Measures of Intelligence	202	(9)
Screening Tests	202	(2)
Tests for Students With Unique Disabilities	204	(4)
Tests for Infants, Toddlers, and Preschoolers	208	(3)
Comprehension Check	211	(1)
Guidelines for Teachers in Using Intelligence Test Results	211	(7)
Summary	218	(1)
Performance Standards for Special Education Teachers	218	(2)
Chapter Review and Application	220	(1)
References	221	(4)
Developmental Assessment	225	(48)
Objectives	225	(1)
Overview	225	(1)
Defining and Describing Developmental Assessment	226	(1)
Definition of Developmental Assessment	226	(8)
Using Developmental Assessment With Young Children	227	(1)
Provisions for Infants and Toddlers in the Individuals with Disabilities Education Act	228	(1)
The Team Approach	229	(1)
Questions Teachers Ask About the Developmental Approach	230	(1)
Principles of Developmental Assessment	231	(2)
Why Do We Use Developmental Assessment?	233	(1)
Comprehension Check	234	(1)
Developmental Assessment Instruments	234	(8)
Developmental Screening	234	(2)
Representative Developmental Screening Tests	236	(1)
Developmental Indicators for the Assessment of Learning, Third Edition	236	(3)
Denver II	239	(2)
Snapshots of Other Developmental Screening Tests	241	(1)
Comprehension Check	242	(1)
Diagnostic Scales of Developmental Skills	242	(6)
Learning Accomplishment Profile--Diagnostic Assessment	242	(3)
Battelle Developmental Inventory	245	(1)
Brigance Inventory of Early Development, Revised	246	(1)
Snapshots of Other Diagnostic Tests of Developmental Skills	247	(1)
Comprehension Check	248	(1)
Developmental Readiness Tests	249	(4)
Representative Readiness Tests	249	(1)
Boehm Test of Basic Concepts, Third Edition	250	(1)
Basic School Skills Inventory, Third Edition	251	(1)
Snapshots of Other Readiness Tests	252	(1)
Comprehension Check	253	(1)
Specialized Developmental Assessment	253	(3)
Unique Areas of Assessment for Students with Severe Disabilities	254	(1)
Characteristics of Assessment Instruments for Students With Severe Disabilities	255	(1)
Specialized Developmental Assessment Instruments	256	(2)
Developmental Activities Screening Inventory (DASI-II)	256	(1)
Hawaii Early Learning Profile (HELP 0-3)	257	(1)
HELP for Preschoolers Assessment & Curriculum Guide	257	(1)
Vulpe Assessment Battery, Revised Edition (VAB-R)	257	(1)
Comprehension Check	258	(1)
Infant Assessment	258	(3)
The Case History	259	(1)
Developmental Assessment With Infants and Toddlers	259	(1)
Representative Assessment Instruments for Infants and Toddlers	260	(1)
Comprehension Check	261	(1)
Summary	261	(1)
Performance Standards for Special Education Teachers	261	(8)
Chapter Review and Application	269	(2)
References	271	(2)
Assessing Perception, Learning Styles, and Motor Proficiency	273	(30)
Objectives	273	(1)
Overview	273	(1)
Introduction to Assessing Perception and Motor Proficiency	273	(3)
Defining of Perception and Motor Proficiency	275	(1)
Guidelines for Assessing Perception and Motor Proficiency	275	(1)
Comprehension Check	276	(1)
Assessing Perception and Perceptual-Motor Skills	277	(2)
Why Do We Assess Perception and Perceptual-Motor Skills?	277	(1)
Questions About the Perceptual-Motor Approach	278	(1)
Representative Tests of Perception and Perceptual-Motor Development	279	(4)
Developmental Test of Visual-Motor Integration, Fourth Edition	279	(1)
Other Tests of Perception and Perceptual-Motor Skills	280	(3)
Comprehension Check	283	(1)
Assessing Learning Styles	283	(4)
Observing Learning Style and Modality Preferences	284	(1)
Connecting Learning Style and Modality Assessment with Instruction	284	(1)
Learning Style Inventories	284	(3)
Comprehension Check	287	(1)
Assessing Motor Proficiency	288	(1)
Why Do We Assess Motor Proficiency?	288	(1)
Representative Tests of Motor Proficiency	289	(5)
Peabody Developmental Motor Scales, Second Edition (PDMS-2)	289	(2)
Bruininks--Oseretsky Test of Motor Proficiency	291	(2)
Other Tests of Motor Development	293	(1)
Comprehension Check	294	(1)
Summary	294	(5)
Performance Standards for Special Education Teachers	299	(1)
Chapter Review and Application	300	(1)
References	301	(2)
Language and Bilingual Assessment	303	(40)
Objectives	303	(1)
Overview	303	(1)
The Importance of Language Assessment	304	(5)
Considerations in Language Assessment	306	(1)
The Structural Components of Language	306	(1)
Why Do We Assess Language?	307	(2)
Curriculum-Based Language Assessment	309	(1)
Comprehension Check	309	(1)
Assessing the Sounds of Language: Phonology	309	(4)
Goldman--Fristoe Test of Articulation, Second Edition (GFTA-2)	310	(1)
Goldman--Fristoe--Woodcock Test of Auditory Discrimination	311	(2)
Comprehension Check	313	(1)
Assessing Units of Meaning (Morphology) and Phrases and Sentences (Syntax)	313	(4)
Test of Auditory Comprehension of Language, Third Edition (TACL-3)	313	(1)
Informal Measures for Assessing Morphology and Syntax	314	(3)
Comprehension Check	317	(1)
Assessing Semantics and Pragmatics	318	(5)
Peabody Picture Vocabulary Test, Third Edition (PPVT-III)	318	(3)
Other Tests of Semantics and Pragmatics	321	(2)
Comprehension Check	323	(1)
Comprehensive Measures of Language	323	(6)
Test of Language Development--Primary, Third Edition	323	(2)
Test of Language Development--Intermediate, Third Edition	325	(3)
Other Comprehensive Language Development Tests	328	(1)
Comprehension Check	329	(1)
Assessing Students Who Are Culturally and Linguistically Diverse	329	(2)
Assessing Students With Severe Communication Disorders	331	(2)
Summary	333	(1)
Performance Standards for Special Education Teachers	333	(5)
Chapter Review and Application	338	(1)
References	339	(4)
Assessing Behavior	343	(36)
Objectives	343	(1)
Overview	343	(1)
The Importance of Assessing Behavior	344	(3)
Behavior Assessment Principles	345	(2)
Why Do We Assess the Behavior of Students With Special Needs?	347	(1)
Comprehension Check	347	(1)
Behavior Rating Scales	348	(1)
Representative Behavior Rating Scales	348	(6)
Devereux Behavior Rating Scale--School Form	348	(2)
Social Skills Rating System	350	(2)
Other Behavior Rating Scales	352	(2)
Comprehension Check	354	(1)
Direct Observation	354	(7)
Informal Observation	355	(1)
The Observation Process	355	(1)
Anecdotal Recording	355	(1)
Event Recording	356	(2)
Duration Recording	358	(1)
Partial Interval Recording	358	(2)
Momentary Time Sampling	360	(1)
Reporting Methods	360	(1)
Comprehension Check	361	(1)
Assessing Self-Concept	361	(4)
Piers--Harris Children's Self-Concept Scale	362	(2)
Other Self-Concept Measures	364	(1)
Teacher-Made Self-Concept Scales	364	(1)
Comprehension Check	365	(1)
Assessing Attention-Deficit Hyperactivity Disorder	365	(8)
Rating Scales for Assessing ADHD	366	(7)
Comprehension Check	373	(1)
Summary	373	(1)
Performance Standards for Special Education Teachers	374	(1)
Chapter Review and Application	374	(2)
References	376	(3)
Adaptive Behavior	379	(22)
Objectives	379	(1)
Overview	379	(1)
Introduction	379	(5)
Definition	380	(1)
Indirect Measurement of Adaptive Behavior	381	(1)
The Role of the Informant in Assessing Adaptive Behavior	381	(1)
Controversial Aspects of Measuring Adaptive Behavior	382	(1)
Why Do We Assess Adaptive Behavior?	383	(1)
Comprehension Check	384	(1)
Adaptive Behavior Scales	384	(9)
Vineland Adaptive Behavior Scales	385	(4)
AAMR Adaptive Behavior Scales-School, Second Edition	389	(1)
Adaptive Behavior Inventory	390	(1)
Other Adaptive Behavior Scales	391	(2)
Comprehension Check	393	(1)
Summary	394	(1)
Performance Standards for Special Education Teachers	394	(3)
Chapter Review and Application	397	(1)
References	398	(3)
Career and Vocational Assessment	401	(32)
Objectives	401	(1)
Overview	401	(1)
Introducing Career and Vocational Assessment	402	(4)
Defining Career and Vocational Assessment	402	(1)
Stages of Career Development	402	(1)
Transition Services	403	(2)
Why Do We Assess Career and Vocational Skills?	405	(1)
Comprehension Check	406	(1)
Assessing Career and Vocational Interests	407	(6)
Interest Assessment Techniques	408	(1)
Vocational Interest Inventories	408	(1)
Reading Free Vocational Interest Inventory: 2 (R-FVII: 2)	408	(2)
Wide Range Interest-Opinion Test	410	(1)
Other Available Interest Inventories	411	(2)
Comprehension Check	413	(1)
Assessing Prevocational and Employability Skills	413	(2)
Brigance Diagnostic Inventory of Essential Skills	414	(1)
Brigance Diagnostic Life Skills Inventory	414	(1)
Employability Assessment Instrument	414	(1)
Life Centered Career Education (LCCE): A Contemporary Based Approach, Fifth Edition	415	(1)
Life Centered Career Education (LCCE): Modified Curriculum for Individuals with Moderate Disabilities	415	(1)
Comprehension Check	415	(1)
The Work Sample Evaluation Approach	416	(2)
Commercial Work Sample Systems	416	(2)
Comprehension Check	418	(1)
Situational and On-the-job Assessment	418	(6)
Advantages and Disadvantages of Situational Assessment	419	(1)
On-the-Job Assessment	419	(1)
Evaluation Procedures in Situational and On-the-Job Assessment	420	(1)
Task Analysis	421	(3)
Comprehension Check	424	(1)
Summary	425	(1)
Performance Standards for Special Education Teachers	425	(5)
Chapter Review and Application	430	(1)
References	431	(2)
PART IV Assessing Academic Achievement	433	(156)
Assessing Academic Achievement: Overall Performance	435	(38)
Objectives	435	(1)
Overview	435	(1)
Introduction to Assessing Academic Achievement	435	(5)
Defining and Describing the Assessment of Academic Achievement	436	(2)
Curriculum-Based Assessment of Academic Achievement	438	(1)
Norm-Referenced Achievement Testing	438	(1)
Comparing Curriculum-Based and Norm-Referenced Assessment	438	(1)
Why Do We Assess Achievement?	439	(1)
Comprehension Check	440	(1)
Overview of Curriculum-Based Assessment Strategies and Procedures	441	(7)
Specific Curriculum-Based Assessment Strategies	441	(5)
Classroom Assessment Techniques	446	(2)
Comprehension Check	448	(2)
Connecting Assessment With Instruction	448	(1)
Comprehensive Inventory of Basic Skills, Revised (CIBS-R)	448	(2)
Norm-Referenced Testing	450	(2)
Group Tests	451	(1)
Comprehension Check	452	(1)
Individual Achievement Tests	452	(13)
Peabody Individual Achievement Test Revised/Normative Update (PIAT-R/NU)	453	(4)
Kaufman Test of Educational Achievement/Normative Update (K-TEA/NU)	457	(2)
Wechsler Individual Achievement Test, Second Edition (WIAT-II)	459	(1)
Other Achievement Tests	460	(5)
Comprehension Check	465	(1)
Summary	465	(1)
Performance Standards for Special Education Teachers	465	(3)
Chapter Review and Application	468	(2)
References	470	(3)
Assessing Reading Achievement	473	(32)
Objectives	473	(1)
Overview	473	(1)
The Importance of Assessing Reading	474	(1)
Definition of Reading	475	(1)
Why Do We Assess the Reading Achievement?	475	(1)
Comprehension Check	476	(1)
Curriculum-Based Reading Assessment	477	(12)
Clinical Observation	479	(1)
Diagnostic Checklists	480	(4)
Miscue Analysis	484	(1)
Running Records	485	(2)
Cloze Procedures	487	(2)
Comprehension Check	489	(1)
Informal Reading Inventories	489	(2)
Analytical Reading Inventory, Seventh Edition	490	(1)
Basic Reading Inventory, Eighth Edition	490	(1)
English-Espanol Reading Inventory for the Classroom	490	(1)
Teacher-Made Reading Inventories	490	(1)
Comprehension Check	491	(1)
Norm-Referenced Reading Tests	491	(7)
Test of Early Reading Ability, Third Edition (TERA3)	493	(1)
Woodcock Reading Mastery Tests, Revised (WRMT-R/NU)	494	(2)
Test of Reading Comprehension, Third Edition (TORC3)	496	(1)
Other Norm-Referenced Reading Tests	497	(1)
Comprehension Check	498	(1)
Summary	498	(1)
Performance Standards for Special Education Teachers	499	(2)
Chapter Review and Application	501	(1)
References	502	(3)
Assessing Mathematics Achievement	505	(22)
Objectives	505	(1)
Overview	505	(1)
The Importance of Assessing Mathematics	505	(5)
Defining Mathematics Assessment	506	(1)
Behaviors Measured by Mathematics Tests	507	(1)
Why Do We Assess the Mathematics Achievement?	507	(3)
Comprehension Check	510	(1)
Curriculum-Based Assessment of Mathematics Performance	510	(5)
Error Pattern Analysis of Mathematical Skills	510	(4)
Performance Measurement	514	(1)
Performance Rate Scoring	514	(1)
Other Curriculum-Based Assessment Procedures	515	(1)
Comprehension Check	515	(2)
Formal Assessment in Mathematics	517	(4)
KeyMath Revised/NU: A Diagnostic Inventory of Essential Mathematics-Normative Update	517	(3)
Other Diagnostic Tests of Mathematics	520	(1)
Comprehension Check	521	(1)
Summary	521	(1)
Performance Standards for Special Education Teachers	521	(2)
Chapter Review and Application	523	(1)
References	524	(3)
Assessing Written Expression	527	(26)
Objectives	527	(1)
Overview	527	(1)
Assessing Written Language	527	(2)
Defining Written Language	528	(1)
Why Do We Assess the Written Language of Students with Special Needs?	528	(1)
Curriculum-Based Assessment of Written Language	529	(5)
Linking Assessment With Instruction	529	(1)
Observations	530	(1)
Informal Inventories and Tests	530	(2)
Curriculum-Based Spelling Assessment	532	(2)
Curriculum-Based Assessment of Written Expression	534	(3)
Comprehension Check	537	(7)
Formal Written Language Assessment	544	(3)
Test of Written Language-3	544	(1)
Written Expression Scale	545	(2)
Other Tests of Written Language	547	(1)
Comprehension Check	547	(1)
Summary	548	(1)
Performance Standards for Special Education Teachers	549	(1)
Chapter Review and Application	550	(1)
References	551	(2)
Portfolio Assessment	553	(36)
Objectives	553	(1)
Overview	553	(1)
Growing Interest in Portfolio Assessment	553	(5)
Portfolios in the Classroom	554	(1)
Defining Portfolios and Assessment	555	(1)
Emphasis on Performance	555	(1)
Focus on Writing and Reading	555	(1)
Types of Portfolios	556	(2)
Comprehension Check	558	(2)
Why Do We Use Portfolio Assessment?	560	(3)
Advantages of Portfolio Assessment	561	(1)
Disadvantages of Portfolio Assessment	562	(1)
Using Portfolios With Students Who Have Learning Problems	562	(1)
Comprehension Check	563	(1)
The Portfolio Assessment Process	563	(3)
Selecting Portfolio Contents	564	(1)
Portfolio Holders	564	(1)
Typical Portfolio Contents	564	(2)
Portfolio Evaluation Procedures	566	(10)
Developing a Management System	567	(1)
Scoring Portfolios	567	(2)
Rubrics	569	(1)
Reliability Considerations	570	(1)
Holistic and Analytical Scoring Protocols	571	(1)
Internal and External Scoring	572	(1)
Student Self-Assessment	573	(3)
Comprehension Check	576	(1)
Portfolio Conferences	577	(3)
Scheduling Conference Time	579	(1)
Peer, Small-Group, and Student-Led Conferences	580	(1)
Comprehension Check	580	(1)
Summary	581	(3)
Performance Standards for Special Education Teachers	584	(1)
Chapter Review and Application	585	(1)
References	586	(3)
Answer Key	589	(14)
Glossary	603	(16)
Indexes	619

Excerpts

This book is for teachers and prospective teachers who want to learn how to assess student with special needs. The text provides instructors and students at under-graduate and graduate levels with comprehensive information about assessment principles and practices from an applied, practical perspective. In addition to serving as a college text, the book is an excellent reference tool. Thus, the audience for the book extends to teachers, school counselors, psychologists, educational diagnosticians, staffing specialists, speech pathologists, reading specialists, early intervention specialists, and professionals in the health-related professions. Assessing Students with Special Needs,Third Edition, includes significant revisions and additions reflecting major changes in educational measurement and evaluation. Perhaps the most noteworthy revision is the new focus on curriculum-based assessment. All chapters now include new material on this increasingly important topic. While the expanded and enhanced coverage of curriculum-based assessment is apparent throughout the text, it is especially evident in the section on assessing academic achievement. Significant changes also include (1) expanded coverage of assessment and diversity with emphasis on how to evaluate students from culturally and linguistically diverse backgrounds; (2) the latest resources on assessment and technology, focusing on practical information that teachers can use in their classrooms; (3) updates of published instruments that reflect the newest approaches to assessment; (4) revised information about IEPs and assessment, including the most recent quality indicators; (5) extensive coverage of learning styles and modality assessment; and (6) expanded treatment of processes and procedures for assessing students with attention deficit hyperactivity disorder (ADHD). This edition incorporates new instructional features while retaining the best existing features, including the following: Summary tables at the end of each chapter, which outline the instruments reviewed Sections in each chapter linking assessment with instruction Numerous vignettes illustrating assessment from practical, applied perspectives Abundant examples, illustrations, checklists, charts, and graphs Focus boxes highlighting special assessment considerations Diversity feature boxes in every chapter Technology focus boxes in all chapters Comprehension checks throughout each chapter This book provides comprehensive coverage of assessment in a single volume. To achieve this goal, the text covers processes and procedures for assessing students with special needs at all age levels, beginning with preschoolers and continuing through high school and into adulthood. Also included is material appropriate for assessing students across a broad range of performance levels, including mild, moderate, and severe disabilities. College and university students, teachers, and others who read this text and learn the material will acquire essential knowledge and skills that will help them meet the unique assessment needs of children and youth with disabilities. The goal is to cover what teachers need to know about assessing students with special needs. Organization of the Text This text is organized into four parts. Part One, Chapters 1 through 3, lays a foundation for assessing students with special needs. This section introduces assessment, covers the steps in the assessment process with special emphasis on IEPs and assessment, and includes a complete chapter on the increasingly important topic of assessment in inclusive settings. The second part, Chapters 4 through 6, introduces practical applications and considerations in assessment, including test scores and their meaning. This section explains how to select and evaluate assessment instruments and discusses procedures for giving, scoring, and interpreting test