Classroom Assessment for Students in Special and General Education

by Spinelli, Cathleen G.

• ISBN13: 9780131193536
• ISBN10: 0131193538
• Edition: 2nd
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Prentice Hall

Summary

Written for future teachers and experienced educators, Classroom Assessment for Students in Special and General Education, second edition provides the skills needed to effectively use assessment, particularly informal assessment, in understanding the needs of the whole student. The primary book on classroom assessment procedures is now revised with the latest in authentic, curriculum and performance-based assessment measures with direct connections to instruction, IEP development, and reporting to parents. The focus is on providing teachers with a variety of assessment procedures, the why, what and how of testing, directions on how to construct, administer, score, interpret, graph, monitor, write, and report assessment results. General K-12 Inservice Teachers.

Table of Contents

PART 1 Overview of the Assessment Process	1	(120)
The Process of Assessment: The Role of the Teacher	2	(42)
Introduction to the Process of Assessment	4	(2)
Section 1: The Prereferral Process	6	(7)
Identifying the Problem	6	(1)
Individual Screening Procedures	6	(1)
Group Screening Procedures	7	(1)
Preschool and Kindergarten Screening for Students ``At-Risk''	7	(1)
Early Intervening Services	7	(3)
Section 504 of the Rehabilitation Act	10	(3)
Section 2: The Referral and Classification Process	13	(14)
Initiating the Referral Process	13	(1)
Parental Safeguards and Protections	14	(1)
Gathering Information for the Referral	15	(2)
The Evaluation Process	17	(1)
The Evaluation Plan	17	(2)
IDEA Requirements for Eligibility Evaluation	19	(1)
IEP Multidisciplinary Team Membership	19	(1)
Classification Eligibility	19	(8)
Section 3: IEP Development and Evaluation Process	27	(5)
Developing of the Individualized Education Plan	27	(1)
Information Required in the IEP	27	(4)
Coordinating Assessment Results in IEP Development	31	(1)
Section 4: Placement and Service Determination Process	32	(4)
Placement Determination	32	(3)
Related Services Determination	35	(1)
Assistive Technology Services and Devices	35	(1)
Section 5: The Program Review Process	36	(2)
Evaluating Progress	36	(1)
The Annual Review	36	(1)
Reevaluation	37	(1)
Mediation and Due Process	38	(1)
Summary Points	38	(1)
Chapter Check-Ups	39	(1)
Practical Application Assessment Activities	40	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 1	41	(3)
Standardized Assessment: Types, Scores, Reporting	44	(32)
Introduction to Standardized Assessment	46	(1)
Section 1: Types of Formal Assessments	46	(4)
Tests of Aptitude	47	(1)
Tests of Achievement	47	(1)
Norm-Referenced Tests	47	(3)
Criterion-Referenced Tests	50	(1)
Section 2: Choosing the Type of Test to Use	50	(6)
Determining Which Type of Test Is Appropriate	51	(3)
Determining How Testing Should Be Administered	54	(1)
Determining Whether to Use Norm-Referenced or Criterion-Referenced Tests	55	(1)
Section 3: Administering Standardized Tests	56	(3)
Preparing for Testing	57	(1)
Determining Exact Chronological Age	57	(1)
The Test Environment	58	(1)
Prompts and Questioning	58	(1)
Evaluating Test Behavior	58	(1)
Administering the Test	59	(1)
Section 4: Scoring and Interpreting Standardized Tests	59	(7)
Raw Score	59	(2)
Correct/Incorrect Possible Score	61	(1)
Standard Score	61	(1)
Stanine	62	(1)
Percentiles	62	(1)
Standard Error of Measurement	63	(1)
Confidence Interval	63	(1)
Grade and Age Equivalent Score	64	(2)
Section 5: Technology---Computerized Assessments	66	(3)
Types of Assistive Technologies	67	(1)
Pros and Cons of Using Technology in Assessments	67	(1)
Assessment Computer Systems	67	(2)
Section 6: Writing and Reporting Test Results	69	(2)
Writing Test Reports	69	(1)
Reporting Test Results	69	(2)
Summary Points	71	(1)
Chapter Check-Ups	72	(1)
Practical Application Assessment Activities	72	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 2	73	(3)
Informal Assessment: Selecting, Scoring, Reporting	76	(45)
Introduction to Informal Assessments	78	(3)
Section 1: Types of Achievement Assessment Measures	81	(18)
Informal (Nontraditional) Assessments	81	(18)
Section 2: Types of Informal Scoring Procedures	99	(7)
Rubrics	99	(1)
Analytic Scoring	100	(1)
Holistic Scoring	101	(1)
Selecting Existing Rubrics	102	(1)
Adapting Existing Rubrics	103	(1)
Rating Scales	103	(1)
Anchor Papers	104	(2)
Section 3: Planning, Constructing, and Administrating Scoring Procedures	106	(3)
How and Why to Use a Rubric	106	(1)
Components of Rubrics	106	(1)
Constructing a Rubric	107	(2)
Rubrics Scoring	109	(1)
Section 4: Grading and Progress Reporting to Parents	109	(6)
Special Education Law Mandates	109	(1)
Monitoring, Graphing, and Reporting Academic Progress	110	(1)
Coordinating Portfolio Criteria with Grading Standards	111	(2)
Progress Reporting Systems	113	(2)
Summary Points	115	(2)
Chapter Check-Ups	117	(1)
Practical Application Assessment Activities	117	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 3	118	(3)
PART 2 Preliminary Assessment Issues	121	(56)
Accountability, Accommodations, and Alternate Assessment	122	(28)
Introduction to Accountability, Accommodations, Alternate Assessments	124	(1)
Section 1: IDEA-2604: Mandates for Assessment and Accountability	125	(2)
Reasons for Reform	125	(2)
Section 2: Issues of Accountability	127	(3)
Variations in Assessment Among States and Districts	128	(1)
Determining Student Participation	128	(1)
Deciding Which Students Need Accommodations	129	(1)
Section 3: Testing Accommodations and Modifications	130	(10)
Accommodations	131	(1)
Guidelines for Providing Accommodations	132	(1)
Categories of Accommodations	133	(3)
Modifications	136	(1)
Correlating Accommodations with Specific Learning Characteristics	137	(3)
Section 4: Alternate Assessments	140	(5)
Measurement Procedures	140	(1)
Criteria for Alternate Assessments	141	(4)
Section 5: Assessment Accommodations and Modifications for Students with Physical and Special Health Needs	145	(1)
Summary Points	146	(1)
Chapter Check-Ups	146	(1)
Practice Application Assessment Activities	147	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 4	147	(3)
Gathering Preliminary Assessment Data	150	(27)
Introduction to Preliminary Assessment Data Collection	152	(1)
Section 1: Teacher Interview	152	(3)
Section 2: Parent Interview	155	(3)
Section 3: Record Review	158	(3)
Cumulative Files	158	(1)
Confidential Files	158	(3)
Health Records	161	(1)
Section 4: Work-Sample Analysis	161	(1)
Section 5: Student Observation	162	(9)
Observations in Group Settings	166	(1)
Observations During the Testing Session	167	(1)
Characteristics of Visual and Auditory Acuity to Observe	168	(2)
Visual and Auditory Processing or Perceptual Problems	170	(1)
Analysis of the Classroom Environment	171	(1)
Section 6: Student Interview	171	(2)
Summary Points	173	(1)
Chapter Check-Ups	174	(1)
Practical Application Assessment Activities	174	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 5	175	(2)
PART 3 Basic Skills and Content-Subject Assessment	177	(268)
Oral and English Language Learner/Bilingual Assessment	178	(40)
Introduction to Speech and Oral Language Assessment	180	(6)
Section 1: Speech Assessment	186	(2)
Types of Speech Disorders	186	(2)
Section 2: Language Assessment	188	(6)
Receptive and Expressive Language Assessment	188	(1)
Assessing Language Samples	188	(1)
Testing Rapid Automized Naming	189	(1)
Assessing Language Content, Form, and Use	190	(4)
Section 3: Assessment of Students with Cultural or Linguistic Diversity	194	(10)
IDEA Requirements for Assessing CLD Students	196	(1)
Assessment Issues: Language Disorders vs. Differences	197	(1)
Identifying the Second-Language-Acquisition Phenomena	198	(1)
Distinguishing Between Social and Academic Language Proficiency	199	(3)
Assessing Language Proficiency	202	(2)
Section 4: English Language Learner and Bilingual Assessment	204	(9)
Traditional CLD Assessment Measures	204	(1)
Informal Authentic Assessment Measures	204	(2)
Parental Contribution to the Assessment Process	206	(1)
Observational Assessment Procedures	207	(1)
Types of Authentic Assessments	208	(3)
Criteria for Evaluators of ELLs and Bilingual Students	211	(1)
Issues to Consider When Making Test Accommodations for Students with CLD	212	(1)
Adaptations to Test Administration and Test Accommadations for Students with CLD	212	(1)
Summary Points	213	(2)
Chapter Check-Ups	215	(1)
Practical Application Assessment Activities	215	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 6	216	(2)
Reading Assessment	218	(66)
Introduction to Reading Assessment	220	(1)
Section 1: Emergent Literacy Assessment	221	(6)
Oral Language	222	(1)
Phonemic Awareness	222	(1)
Print Awareness	223	(2)
Knowledge of the Alphabet	225	(2)
Section 2: Phonics Assessment	227	(1)
Phonetic Analysis	227	(1)
Structural Analysis	227	(1)
Section 3: Vocabulary Assessment	228	(14)
Word Meaning	231	(1)
Word Recognition	232	(3)
Oral Reading	235	(1)
Reading Error Pattern Analysis	236	(6)
Section 4: Reading Fluency Assessment	242	(7)
Reading Fluency	243	(6)
Section 5: Reading Comprehension Assessment	249	(10)
Components of Reading Comprehension	249	(1)
Interest Inventory	250	(2)
Explicit, Implicit and Critical Comprehension	252	(1)
Cloze Procedure	253	(2)
Maze Procedure	255	(1)
Think-Aloud Procedure	256	(1)
Retell Procedure	256	(2)
Metacognition	258	(1)
Section 6: General Reading Assessment Measures	259	(18)
Portfolio Assessment	259	(10)
Readability Graph	269	(1)
Curriculum-Based Measurement	269	(5)
Performance-Based Assessment	274	(3)
Summary Points	277	(1)
Chapter Check-Ups	277	(1)
Practical Application Assessment Activities	278	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 7	278	(6)
Written Language Assessment	284	(62)
Introduction to Written Language	286	(1)
Section 1: Written Language Assessment Procedures	287	(7)
Interest Inventory	287	(1)
Analyzing the Classroom Writing Environment	288	(6)
Section 2: Written Expression Assessment	294	(8)
Assessing the Writing Process	294	(1)
Written Expression Error Analysis	294	(2)
Portfolio Assessment of Written Expression	296	(1)
Written Expression Curriculum-Based Measurement	297	(5)
Performance-Based Assessment	302	(1)
Diagnostic Inventory	302	(1)
Section 3: Spelling Assessment	302	(15)
Spelling Error Analysis	305	(1)
Spelling Demons	306	(1)
Dictated Spelling Tests	307	(1)
Informal Spelling Inventory	307	(1)
Cloze Procedure	308	(5)
Performance Spelling Assessment	313	(2)
Phonemic Awareness Spelling Assessment	315	(2)
Inventory of Word Knowledge	317	(1)
Spelling Word Test: Flow List	317	(1)
Section 4: Handwriting Assessment	317	(10)
Handwriting Sample Assessment	319	(2)
Curriculum-Based Measurement: Handwriting Probes	321	(1)
Handwriting Error Analysis	321	(1)
Error Analysis Procedure	322	(2)
Zaner-Bloser Evaluation Scale	324	(3)
Section 5: Written Language Scoring-Rating Methods	327	(12)
Holistic Scoring	327	(2)
Analytic Scoring	329	(10)
Summary Points	339	(1)
Chapter Check-Ups	339	(1)
Practical Application Assessment Activities	339	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 8	340	(6)
Mathematical Assessment	346	(54)
Introduction to Mathematical Assessment	348	(3)
Section 1: Mathematical Procedures	351	(6)
Interviews: Teachers, Parents and Students	351	(2)
Analysis of Math Work Samples	353	(1)
Observation During Math Activities	353	(1)
Student Self-Assessment	354	(2)
Peer Assessment	356	(1)
Section 2: Assessment of Common Mathematical Problem Areas	357	(7)
Mathematical Language Assessment	357	(1)
Cultural and Language Differences	358	(1)
Cognitive Factors	359	(1)
Attitudes Toward Math and Emotional Factors	359	(1)
Ineffective Instruction	360	(1)
Poor Abstract or Symbolic Thinking	361	(1)
Poor Reading Skills	361	(1)
Failure To Use Common Sense in Mathematics	361	(1)
Information Processing Problems	362	(2)
Section 3: Mathematical Assessment Measures	364	(25)
Mathematics Curriculum-Based Measurement	364	(1)
Curriculum-Based Math Probes	365	(2)
Graphing Math Probe Results	367	(1)
Mathematical Error Analysis	368	(9)
Oral Math Interview	377	(2)
Task Analysis	379	(3)
Checklists	382	(1)
Math Inventory	382	(1)
Mathematical Journal Writing	383	(1)
Performance-Based Assessment	384	(2)
Math Portfolio	386	(1)
Life Consumer Skills	387	(2)
Section 4: Mathematical Scoring-Rating Procedures	389	(5)
Mathematical Holistic and Analytic Scoring	389	(1)
Mathematical Rubrics	389	(1)
Mathematical Rating Scales	389	(5)
Summary Points	394	(1)
Chapter Check-Ups	394	(1)
Practical Application Assessment Activities	394	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 9	395	(5)
Content Area and Related Arts Assessment	400	(45)
Introduction to Content Area Subjects: Science and Social Studies	402	(1)
Section 1: The Process of Content Area Assessment	403	(3)
Evaluating Instruction in Relation to Student Needs	403	(3)
Section 2: Content Area Subject Assessment Procedures	406	(6)
Observation and Interview in the Content Area	406	(1)
Student Self-Assessment Reflection	406	(3)
Peer Assessment	409	(1)
Learning Logs and Journals	409	(3)
Section 3: Content Area Subject Assessment Measures	412	(8)
Performance-Based Assessment	412	(1)
Content Area Subject Curriculum-Based Measures	413	(2)
Drawing Mental Models	415	(1)
Concept Map Assessment	416	(2)
Content Area Oral Interview	418	(1)
Content Area Subject Portfolio Assessment	418	(1)
Checklist for Content Area Subjects	419	(1)
Section 4: Textbook Evaluation	420	(4)
Section 5: Related Arts: The Assessment Process	424	(3)
Physical Education: The Related Arts Subject	424	(1)
Adaptive Physical Education: The Special Service	424	(2)
Arts Education	426	(1)
Computer and Library Research Education	427	(1)
Section 6: Related Arts Assessment Procedures	427	(5)
Cognitive Assessment of Performance Skills	427	(2)
Performance Assessment	429	(1)
Self and Peer Assessment Activities	429	(1)
Portfolio Assessment	429	(1)
Related Arts Journals or Activity Log	430	(1)
Observations and Interviews in Related Arts Activities	431	(1)
Motor Skills Screening Tests	431	(1)
Section 7: Content Area and Related Arts Scoring and Grading Measures	432	(1)
Summary Points	433	(2)
Chapter Check-Ups	435	(1)
Practical Application Assessment Activities	436	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 10	436	(9)
Part 4 Special Focus Assessment	445
Study Skills Assessment and Test-Taking Skills	446	(22)
Introduction to Study and Test-Taking Skill Assessment	448	(1)
Section 1: Work-Study Skill Assessment Strategies	448	(8)
Listening Skills: Attention	449	(1)
Retention and Recall: Memory Skills	449	(2)
Time Management and Organizational Skills	451	(1)
Metacognitive Reflection	451	(1)
Note Taking	452	(1)
Research Skills	453	(2)
Contract System	455	(1)
Section 2: Factors Influencing Test-Taking Performance	456	(4)
Test Preparation	456	(2)
Test Anxiety	458	(2)
Attitude and Motivational Factors	460	(1)
Appropriate Accommodations	460	(1)
Section 3: Test Taking Skills Techniques	460	(3)
Helping Students to Become ``Test Wise''	460	(3)
Summary Points	463	(1)
Chapter Check-Ups	464	(1)
Practical Application Assessment Activities	464	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 11	464	(4)
Emotional, Social, and Character Education	468	(32)
Introduction to Emotional, Social, and Character Assessment	470	(1)
Section 1: Emotional and Behavioral Disorders	470	(1)
Section 2: Behavioral Analysis Procedures	471	(2)
Section 3: General and Direct Observation and Interview Procedures	473	(1)
General Observation Interview	473	(1)
Section 4: Types or Direct Observation	474	(6)
Event Recording	474	(1)
Duration Recording	475	(1)
Latency Recording	475	(1)
Interval Recording	476	(1)
Running Record	477	(1)
Anecdotal Records	478	(2)
Interviews	480	(1)
Section 5: Functional Behavioral Assessment	480	(2)
Categories of Functional Assessment	482	(1)
Section 6: Character Education Assessment	482	(4)
Section 7: Social Skill Assessment	486	(9)
Social Skills Development	486	(5)
Sociograms	491	(4)
Rating Scales	495	(1)
Summary Points	495	(1)
Chapter Check-Ups	496	(1)
Practical Application Assessment Activities	496	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 12	497	(3)
Transition Assessment: Across the Ages	500
Introduction to Transition Assessment from Early Childhood to Postsecondary School	502	(1)
Section 1: Transition Legislation	503	(5)
Early Childhood Transition Legislation	504	(2)
Secondary-Level Transition Legislation	506	(1)
Comprehensive Data Collection	506	(2)
Section 2: Transition from Preschool to the Primary Grades	508	(5)
Early Childhood Assessment	508	(3)
Components of Early Childhood Assessment	511	(1)
Developmental Assessment	512	(1)
Section 3: Transition During the Middle Years: Elementary to Middle to High School	513	(1)
Transition from Elementary to Middle School	513	(1)
Transition from Middle to High School	513	(1)
Section 4: Transition from Special Education to General Education and from Hospital/Home to School	514	(2)
The Transition from Special to Regular Education	514	(1)
The Transition from Hospital/Rehabilitation/Home to School	515	(1)
Section 5: Secondary to Postsecondary Transition	516	(3)
From Assessment to Transition Planning	516	(1)
Components of Secondary Transitions	516	(2)
Reasonable Accommodations for Postsecondary Settings	518	(1)
Section 6: The Secondary-Level Assessment Process	519	(2)
Section 7: Assessments at the Critical Transition Points: Preschool to Elementary School	521	(10)
Early Childhood Standardized Tests	521	(1)
Preschool to Elementary School Informal Assessment Procedures	522	(1)
Observational Assessment	522	(1)
Play-Based Assessment	523	(1)
Arena Assessment	524	(1)
Self-Evaluation	525	(1)
Portfolios	526	(1)
Curriculum-Based Assessment	526	(2)
Specific Skill Checklists	528	(3)
Videotape, Audiotape, and Photographic Recordings	531	(1)
Section 8: Assessments at the Critical Transition Points: Middle School through the Secondary School Years	531	(17)
Person-Centered Planning	531	(1)
Situational Assessment	532	(1)
The Interview Process	533	(1)
Career Assessment	533	(1)
Work Sample Analysis	533	(8)
Self Determination Assessment	541	(2)
Checklists and Rating Scales	543	(1)
Performance Assessment	543	(1)
Portfolios	543	(1)
Curriculum-Based Vocational Assessment	543	(5)
Summary Points	548	(1)
Chapter Check-Ups	548	(1)
Practical Application Assessment Activities	549	(1)
Connection Between CEC, PRAXIS, and INTASC Standards and Chapter 13	549
References	1	(1)
Index	1