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Assessment : Special and Inclusive Education

Assessment : Special and Inclusive Education - 10th edition

Assessment : Special and Inclusive Education - 10th edition

ISBN13: 9780618692699

ISBN10: 061869269X

Assessment : Special and Inclusive Education by John Salvia, James Ysseldyke and Sara Bolt - ISBN 9780618692699
Cover type: Hardback
Edition: 10TH 07
Copyright: 2007
Publisher: Houghton Mifflin Harcourt
Published: 2007
International: No
Assessment : Special and Inclusive Education by John Salvia, James Ysseldyke and Sara Bolt - ISBN 9780618692699

ISBN13: 9780618692699

ISBN10: 061869269X

Cover type: Hardback
Edition: 10TH 07

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The market-leading professional resource in the field, this text offers basic assessment information and a handbook of actual reviews of the tests most often administered in K-12 schools. Assessment is recognized for its honest and even-handed reviews of common standardized tests administered by assessment personnel in the areas of achievement, intelligence, language, math, and reading. The text also helps teachers and school psychological personnel become more informed consumers and users of these tests. Comprehensive coverage includes both standardized (formal) and classroom (informal) assessment, such as portfolio assessment, outcome-based assessment, observation, ecological assessment, and teacher-made tests.

Table of Contents

Table of Contents

1. Assessment of Students

Testing Is One Part of Assessment
Types of Decisions
Making Assessment Decisions
Assessment Domains
Assessment and Society

2. Assessment Processes and Concerns

The Process of cernsAssessment
Assessing Instruction
Assessment Con

3. Legal and Ethical Considerations in Assessment

Ethical Considerations
Pupil Records: Collection, Maintenance, and Dissemination

4. Descriptive Statistics

Scales of Measurement
Basic Notation
Measures of Central Tendency
Measures of Dispersion

5. Quantification of Test Performance

Scores Used in Norm-Referenced Assessment
Scores Used in Criterion-Referenced Assessment
A Word About Global Ratings

6. Norms

Technical Considerations
Using Norms Correctively
Concluding Comment: Caveat Emptor

7. Reliability

The Reliability Coefficient
Factors Affecting Reliability
Determining Which Reliability Method to Use

8. Validity

Methods of Validating Test Inferences
Factors Affective General Validity

9. 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
Environmental Consideration
Legal Consideration
Recommendations for Making Participation Decisions
Current Practice in Testing Accommodations
Recommendations on Making Accommodation Decisions

10. Testing Students with Limited English Proficiency

The Diversity of Students With Limited Proficiency in English
Legal Protections in Testing
Linguistic Considerations
Alternative Ways to Test Students with Limited English Proficiency
Making Entitlement Decisions without Testing

11. Assessing Behavior Through Observation

Why Do Teachers Observe Behavior
General Considerations
Defining Behavior
Sampling Behavior
Targeting Behavior for Observation
Conducting Systemic Observations
Criteria for Evaluating Observed Performances

12. Assessing Instructional Ecology

What Is Instructional Ecology?
The Importance of Home-School Connections for Learning
Factors that Contribute to Academic and Behavioral Problems in School
Approaches to Gathering Data on Instructional Ecology

13. 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
Assessment in Core Achievement Areas
Potential Sources of Difficulty in the Use of Teacher Made Tests

14. Portfolio Assessment

Addressing Criticisms of Norm-Related Tests
Portfolio Assessment
Issues and Concerns to be Resolved
Improving Portfolio-Assessment Practices
Concluding Comments

15. How to Evaluate a Test

How Do We Review a Test?
Making a summative Evaluation

16. 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
Factors Underlying Intelligence Test Behaviors
Commonly Interpreted Factors on Intelligence Tests
Assessment of Processing Deficits
Dilemmas in Current Practice

17. Assessment of Intelligence: Individual Tests

Why Do We Give Individual Intelligence Tests?Diagnostic Systems
General Intelligence Tests
Nonverbal Intelligence Tests
Dilemmas in Current Practice

18. Assessment of Intelligence: Group Tests

Why Do We Administer Group Intelligence Tests?
Specific Group Tests of Intelligence

19. Assessment of Sensory Acuity

Why Do We Assess Sensory Acuity
Visual Difficulties
Vision Screening and Assessment
Hearing Difficulties
Dilemmas in Current Practice

20. Assessment of Perceptual and Perceptual-Motor Skills

Why Do We Assess Perceptual-Motor Skills?
Specific Tests of Perceptual-Motor Skills
Dilemmas in Current Practice

21. Assessment of Academic Achievement with Multiple-Skill Devices

Considerations for Selecting a Test
Why Do We Assess Academic Achievement?
Specific Tests of Academic Achievement
Dilemmas in Current Practice

22. 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
Dilemmas in Current Practice

23. Assessment of Mathematics

Why Do We Assess Mathematics?
Behaviors Sampled by Diagnostic Mathematics Tests
Specific Diagnostic Mathematics Tests
Dilemmas in Current Practice

24. Assessment of Language

Why Assess Oral and Written Language
Observing Language Behavior
Oral-Language Tests
Written-Language Tests
Language Tests That Assess Both Written and Oral Language
Dilemmas in Current Practice

25. Assessment of Infants, Toddlers, and Preschoolers

Why Do We Assess Infants, Toddlers, and Preschoolers?
Tests Used with Infants, Toddlers, and Preschoolers
Dilemmas in Current Practice

26. Assessment of Social and Emotional Behavior

Ways of Assessing Problem Behavior
Why Do We Assess Problem Behavior?
Specific Rating Scales of Social-Emotional Behavior
Dilemmas in Current Practice

27. Assessment of Adaptive Behavior

Defining Adaptive Behavior
Assessing Adaptive Behavior
Why Do We Assess Adaptive Behavior
Specific Tests of Adaptive Behavior
Dilemmas in Current Practice

28. Teacher Decision Making

Decisions Prior to Referral
Prereferral Decisions
Decisions Made in Special Education

29. Making Entitlement Decisions

Official Student Disabilities
Definitions of Disabilities under the IDEA
Establishing Emotional Need for Special Education
Determining that a Student is Disabled
Determining Eligibility
Problems in Determining Special Education Eligibility

30. Assessing Response to Instruction

RTI Conceptualizations
Fundamental Assumptions in Assessing Response to Instruction
Measurement Concepts in RTI Models
Dimensions of Assessment of RTI
The Purposes of Assessing Response to Intervention
Examples of RTI Assessment Models
Issues and Considerations
Technology-Enhanced Progress Monitoring Systems
Concluding Comments

31. Making Accountability Decisions

Legal Requirements
Important Terminology
It's All About Meeting Standards
Developing Standards-Based Accountability Systems
Current State Assessment Practices
Important Considerations in Assessment for the Purpose of Making Accountability Decisions
Best Practices in High-Stakes Assessment and Accountability
Technology-Enhanced Assessment and Accountability Systems

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