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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 |
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Add Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher, Discover what assessment methods you should be using, and how, when, and where they should be administered to ensure appropriate services are selected for all exceptional students., Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher to your collection on WonderClub |