Sold Out
Book Categories |
About A Practical Approach to Special Education for Every Teacher | ix | |
Acknowledgments | x | |
About the Authors | xiii | |
Self-Assessment 1 | 1 | |
Introduction to Effective Assessment for Students With Special Needs | 5 | |
1 | What Should Every Teacher Know About: Assessment for Decision-Making Purposes? | 7 |
Screening Decisions | 7 | |
Early Screening | 8 | |
Later Screening | 9 | |
Decisions to Provide Special Help or Enrichment | 10 | |
Referral to an Intervention Assistance Team | 10 | |
Decisions to Provide Intervention Assistance | 11 | |
Decisions to Refer for Evaluation | 11 | |
Exceptionality Decisions | 12 | |
Decisions About Special Learning Needs | 13 | |
Decisions About Eligibility or Entitlement | 14 | |
Instructional Planning Decisions | 15 | |
Progress Evalution Decisions | 15 | |
Program Evaluation Decisions | 16 | |
Large-Scale Program Evaluation | 16 | |
Teachers' Own Evaluations | 17 | |
Accountability Decisions | 17 | |
2 | What Are the Most Common Assessment Practices? | 19 |
Curriculum-Based Assessment | 19 | |
Curriculum-Based Measurement | 21 | |
Instructional Diagnosis | 22 | |
Academic Time Analysis | 22 | |
Assessment of Instructional Environments | 23 | |
Outcomes-Based Accountability | 23 | |
Performance Assessment | 24 | |
3 | How Are Assessment Data Collected? | 25 |
Methods for Collecting Data | 25 | |
Tests | 26 | |
Formal and Informal Measures | 27 | |
Group and Individual Tests | 27 | |
Test Formats | 27 | |
Screening and Diagnostics | 28 | |
Norm- and Criterion-Referenced Tests | 28 | |
Test Content | 29 | |
Observations | 29 | |
Interviews | 30 | |
Work Portfolios | 31 | |
4 | Which Methods of Assessment Should Be Used to Sample Certain Behaviors and Abilities? | 33 |
Intellectual Abilities | 34 | |
Testing Intelligence | 34 | |
Observing Intelligence | 34 | |
Intelligence Interviews | 36 | |
Academic Achievement | 37 | |
Achievement Tests | 37 | |
Observations of Achievement | 38 | |
Achievement Interviews | 38 | |
Achievement and Portfolios | 39 | |
Sensory Acuity | 39 | |
Testing Vision and Hearing | 40 | |
Observations of Sensory Acuity | 40 | |
Adaptive Behavior | 41 | |
Adaptive Behavior Scales | 42 | |
Environments and Adaptive Behavior | 42 | |
Language Development | 43 | |
Tests of Language | 43 | |
Observations of Language | 44 | |
Language Interviews | 44 | |
Psychological Development | 45 | |
Personality Tests | 45 | |
Psychological Observations | 45 | |
Psychological Interviews | 46 | |
Perceptual-Motor Development | 47 | |
Perceptual-Motor Tests | 47 | |
Perceptual-Motor Observations | 48 | |
Perceptual-Motor Interviews | 48 | |
5 | What Standards Must Be Met to Ensure the Accuracy of an Assessment? | 49 |
Reliability: Is Performance Consistent? | 49 | |
Representativeness: Does the Instrument Adequately Sample the Behavior? | 50 | |
Validity: Does a Procedure Measure What It Is Supposed to Measure? | 51 | |
6 | What Concerns Do Parents, Students, and the General Public Have About Assessments? | 55 |
Test Fairness | 55 | |
Acceptability | 56 | |
Consequences | 57 | |
7 | What Are the Assumptions Underlying Assessment Practices? | 59 |
The Examiner Is Skilled | 59 | |
Establishing Rapport | 60 | |
Training to Administer Tests | 60 | |
Scoring | 61 | |
Interpreting Results | 61 | |
Future Behavior Can Be Inferred From Present Behavior | 61 | |
Assessment Is Relatively Free From Error | 62 | |
Students Have Comparable Acculturation | 63 | |
8 | What Guidelines Should Be Followed for Appropriate Assessment? | 65 |
There Is No One Way to Do It Right | 66 | |
There Is No One Cause of School Problems | 66 | |
Assessment Must Do More Than Describe Problems | 67 | |
Assessment Must Be Directed at Improving Instruction | 69 | |
Assessment Should Occur Often During Teaching | 69 | |
Assessment Should Concentrate on Relevant Variables | 70 | |
Assessment Should Occur Where the Behavior Occurs | 70 | |
Tests Should Be Adapted to Accommodate Students | 71 | |
9 | Assessment in Perspective | 73 |
Assessment in the Classroom | 73 | |
The Effects of Assessment | 74 | |
10 | What Have We Learned? | 75 |
Key Points | 75 | |
Key Vocabulary | 76 | |
Self-Assessment 2 | 83 | |
Answer Key for Self-Assessments | 87 | |
On Your Own | 89 | |
Resources | 91 | |
Books | 91 | |
Journals and Articles | 92 | |
Organizations | 93 | |
References | 95 | |
Index | 97 |
Login|Complaints|Blog|Games|Digital Media|Souls|Obituary|Contact Us|FAQ
CAN'T FIND WHAT YOU'RE LOOKING FOR? CLICK HERE!!! X
You must be logged in to add to WishlistX
This item is in your Wish ListX
This item is in your CollectionEffective Assessment for Students With Special Needs: A Practical Guide for Every Teacher (Practical Approach to Special Education for Every Teacher Series)
X
This Item is in Your InventoryEffective Assessment for Students With Special Needs: A Practical Guide for Every Teacher (Practical Approach to Special Education for Every Teacher Series)
X
You must be logged in to review the productsX
X
X
Add Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher (Practical Approach to Special Education for Every Teacher Series), , Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher (Practical Approach to Special Education for Every Teacher Series) to the inventory that you are selling on WonderClubX
X
Add Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher (Practical Approach to Special Education for Every Teacher Series), , Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher (Practical Approach to Special Education for Every Teacher Series) to your collection on WonderClub |