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| Note: Each chapter concludes with a Summary | |
| Questions for Chapter Review and Thought, and Resources for Further Investigation | |
| Assessment: An Overview | |
| Assessment of Students | |
| Testing Is One Part of Assessment | |
| Types of Decisions Making | |
| Assessment Decisions | |
| Assessment Domains | |
| Assessment and Society | |
| Assessment Processes and Concerns | |
| The Process of Assessment | |
| Assessing Instruction | |
| Assessing Learners | |
| Assessment Concerns | |
| Legal and Ethical Considerations in Assessment Laws | |
| Ethical Considerations | |
| Pupil Records: Collection, Maintenance, and Dissemination | |
| Basic Concepts of Measurement | |
| Descriptive Statistics | |
| Scales of Measurement Distributions | |
| Basic Notation | |
| Measures of Central Tendency | |
| Measures of Dispersion Correlation | |
| Quantification of Test Performance | |
| Scores Used in Norm-Referenced Assessment | |
| Scores Used in Criterion-Referenced Assessment | |
| A Word About Global Ratings | |
| Norms Representativeness | |
| Technical Considerations | |
| Using Norms Correctly | |
| Concluding Comment: Caveat Emptor | |
| Reliability | |
| The Reliability Coefficient | |
| Factors Affecting Reliability | |
| Determining What Reliability Method to Use | |
| Standard Error of Measurement | |
| Estimated True Scores | |
| Confidence Intervals | |
| Difference Scores | |
| Desirable Standards | |
| Validity Methods of Validating | |
| Test Inferences | |
| Factors Affecting General Validity | |
| Responsibility for Valid Assessment | |
| Adapting Tests to Accommodate Students with Disabilities | |
| Why Be Concerned About Testing Adaptations? | |
| The Twin Issues of Participation and Accommodation in Testing | |
| Factors Affecting Accurate Assessment | |
| Legal Considerations | |
| Recommendations for Making Participation Decisions | |
| Current Practice in Testing Accommodations | |
| Recommendations on Making Accommodation Decisions | |
| Assessment in Classrooms | |
| Assessing Behavior Through Observation | |
| Why Do Teachers Observe Behavior? | |
| General Considerations | |
| Defining Behavior | |
| Sampling Behavior | |
| Targeting Behavior for Observation | |
| Conducting Systematic Observations | |
| Criteria for Evaluating | |
| Observed Performances | |
| Assessing Instructional Ecology | |
| What Is Instructional Ecology? | |
| The Importance of Home Support for Learning | |
| Factors That Contribute to Academic and Behavioral Problems in School | |
| Approaches to Gathering Data on Instructional Technology | |
| Teacher-made Tests of Achievement | |
| Why Do Teachers Assess Achievement? | |
| Advantages of Teacher-made Tests | |
| Testing Formats Used by Teachers | |
| Considerations in Preparing Tests | |
| Response Formats | |
| Selection Formats | |
| Supply Formats | |
| Assessment in Core Achievement Areas | |
| Potential Sources of Difficulty in the Use of Teacher-made Tests | |
| Performance and Portfolio Assessment | |
| Concerns About Current Assessment Practices | |
| Portfolio Assessment Issues and Concerns to Be Resolved | |
| Improving Portfolio-Assessment Practices | |
| Concluding Comments | |
| Teacher Decision-Making | |
| Decisions Prior to Referral | |
| Prereferral Decisions | |
| Decisions Made in Special Education | |
| Assessment Using Formal Measures | |
| Making Entitlement Decisions | |
| Rationale for Entitlement | |
| Entitlements | |
| Determining Eligibility for Special Services | |
| Assessment of Intelligence: An Overview | |
| Intelligence Tests as Samples of Behavior | |
| The Effect of Pupil Characteristics on Assessment of Intelligence | |
| Behaviors Sampled by Intelligence Tests | |
| Assessment of Intelligence: Individual Tests | |
| Why Do We Give Individual Intelligence Tests? | |
| General Intelligence Tests | |
| Nonverbal Intelligence Tests | |
| Assessment of Intelligence: Group Tests | |
| Why Do We Administer Group Intelligence Tests? | |
| Specific Group Tests of Intelligence | |
| Assessment of Sensory Acuity | |
| Why Do We Assess Sensory Acuity? | |
| Visual Difficulties | |
| Vision Screening and Assessment | |
| Hearing Difficulties | |
| Assessment of Academic Achievement with Multiple-Skill Devices | |
| Why Do We Assess Achievement? | |
| Specific Tests of Academic Achievement | |
| Getting the Most Out of an Achievement Test | |
| Assessment of Reading | |
| Why Do We Assess Reading? | |
| The Ways in Which Reading Is Taught | |
| Skills Assessed by Diagnostic Reading Tests | |
| Oral Reading Tests | |
| Diagnostic Reading Tests | |
| Measures of Reading Comprehension | |
| Criterion-Referenced Testing in Reading | |
| Assessment in Mathematics | |
| Why Do We Assess Mathematics? | |
| Behaviors Sampled by Diagnostic Mathematics Tests | |
| Specific Diagnostic Mathematics Tests | |
| Assessment of Oral and Written Language Terminology | |
| Why Assess Oral and Written Language? | |
| Observing Language Behavior | |
| Oral-Language Tests | |
| Written Language Tests | |
| Assessment of Perceptual-Motor Skills | |
| Why Do We Assess Perceptual-Motor Skills? | |
| The Problem of Perceptual-Motor Assessment | |
| Specific Tests of Perceptual-Motor Skills | |
| Assessment of Problem Behavior | |
| Ways of Assessing Problem Behavior | |
| Why Do We Assess Problem Behavior? | |
| Specific Tests of Social-Emotional Behavior | |
| Overview of the Child Behavior | |
| Checklist Additional Behavioral | |
| Assessment Scales | |
| Assessment of Adaptive Behavior | |
| Defining Adaptive Behavior | |
| Assessing Adaptive Behavior | |
| Why Do We Assess Adaptive Behavior? | |
| Specific Tests of Adaptive Behavior | |
| Diagnostic Systems | |
| Why Do We Use Diagnostic Systems? | |
| Specific Diagnostic Systems | |
| Developmental Appraisal | |
| Why Do We Assess Infants, Toddlers, and Preschoolers? | |
| Tests Used with Infants, Toddlers, and Preschoolers | |
| Outcomes-Based Accountability Assessment | |
| Establish a Solid Foundation for Assessment | |
| Efforts Develop, Adopt, or Adapt a Model of Outcomes | |
| Establish a Data-Collection and Reporting System | |
| Install an Outcomes-Based Accountability System | |
| Current State Practices in Assessment of Educational Outcomes | |
| Appendixes | |
| Areas of the Normal Curve | |
| List of Equations Used in the Text | |
| How to Review a Test | |
| A Brief Explanation of Item-Response Theory | |
| Table of Contents provided by Publisher. All Rights Reserved. |
