Effective Assessment for Students with

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.

About A Practical Approach to Special Education for Every Teacher

ix

Acknowledgments

x

About the Authors

xiii

Self-Assessment 1

1

(82)

Introduction to Effective Assessment for Students With Special Needs

5

(2)

What Should Every Teacher Know About Assessment for Decision-Making Purposes?

7

(12)

Screening Decisions

7

(3)

Early Screening

8

(1)

Later Screening

9

(1)

Decisions to Provide Special Help or Enrichment

10

(1)

Referral to an Intervention Assistance Team

10

(1)

Decisions to Provide Intervention Assistance

11

(1)

Decisions to Refer for Evaluation

11

(1)

Exceptionality Decisions

12

(1)

Decisions About Special Learning Needs

13

(1)

Decisions About Eligibility or Entitlement

14

(1)

Instructional Planning Decisions

15

(1)

Progress Evaluation Decisions

15

(1)

Program Evaluation Decisions

16

(1)

Large-Scale Program Evaluation

16

(1)

Teachers' Own Evaluations

17

(1)

Accountability Decisions

17

(2)

What Are the Most Common Assessment Practices?

19

(6)

Curriculum-Based Assessment

19

(2)

Curriculum-Based Measurement

21

(1)

Instructional Diagnosis

22

(1)

Academic Time Analysis

22

(1)

Assessment of Instructional Environments

23

(1)

Outcomes-Based Accountability

23

(1)

Performance Assessment

24

(1)

How Are Assessment Data Collected?

25

(8)

Methods for Collecting Data

25

(1)

Tests

26

(3)

Formal and Informal Measures

27

(1)

Group and Individual Tests

27

(1)

Test Formats

27

(1)

Screening and Diagnostics

28

(1)

Norm- and Criterion-Referenced Tests

28

(1)

Test Content

29

(1)

Observations

29

(1)

Interviews

30

(1)

Work Portfolios

31

(2)

Which Methods of Assessment Should Be Used to Sample Certain Behaviors and Abilities?

33

(16)

Intellectual Abilities

34

(3)

Testing Intelligence

34

(1)

Observing Intelligence

34

(2)

Intelligence Interviews

36

(1)

Academic Achievement

37

(2)

Achievement Tests

37

(1)

Observations of Achievement

38

(1)

Achievement Interviews

38

(1)

Achievement and Portfolios

39

(1)

Sensory Acuity

39

(2)

Testing Vision and Hearing

40

(1)

Observations of Sensory Acuity

40

(1)

Adaptive Behavior

41

(2)

Adaptive Behavior Scales

42

(1)

Environments and Adaptive Behavior

42

(1)

Language Development

43

(2)

Tests of Language

43

(1)

Observations of Language

44

(1)

Language Interviews

44

(1)

Psychological Development

45

(2)

Personality Tests

45

(1)

Psychological Observations

45

(1)

Psychological Interviews

46

(1)

Perceptual-Motor Development

47

(2)

Perceptual-Motor Tests

47

(1)

Perceptual-Motor Observations

48

(1)

Perceptual-Motor Interviews

48

(1)

What Standards Must Be Met to Ensure the Accuracy of an Assessment?

49

(6)

Reliability: Is Performance Consistent?

49

(1)

Representativeness: Does the Instrument Adequately Sample the Behavior?

50

(1)

Validity: Does a Procedure Measure What It Is Supposed to Measure?

51

(4)

What Concerns Do Parents, Students, and the General Public Have About Assessments?

55

(4)

Test Fairness

55

(1)

Acceptability

56

(1)

Consequences

57

(2)

What Are the Assumptions Underlying Assessment Practices?

59

(6)

The Examiner Is Skilled

59

(2)

Establishing Rapport

60

(1)

Training to Administer Tests

60

(1)

Scoring

61

(1)

Interpreting Results

61

(1)

Future Behavior Can Be Inferred From Present Behavior

61

(1)

Assessment Is Relatively Free From Error

62

(1)

Students Have Comparable Acculturation

63

(2)

What Guidelines Should Be Followed for Appropriate Assessment?

65

(8)

There Is No One Way to Do It Right

66

(1)

There Is No One Cause of School Problems

66

(1)

Assessment Must Do More Than Describe Problems

67

(2)

Assessment Must Be Directed at Improving Instruction

69

(1)

Assessment Should Occur Often During Teaching

69

(1)

Assessment Should Concentrate on Relevant Variables

70

(1)

Assessment Should Occur Where the Behavior Occurs

70

(1)

Tests Should Be Adapted to Accommodate Students

71

(2)

Assessment in Perspective

73

(2)

Assessment in the Classroom

73

(1)

The Effects of Assessment

74

(1)

What Have We Learned?

75

(8)

Key Points

75

(1)

Key Vocabulary

76

(7)

Self-Assessment 2

83

(4)

Answer Key for Self-Assessments

87

(2)

On Your Own

89

(2)

Resources

91

(4)

Books

91

(1)

Journals and Articles

92

(1)

Organizations

93

(2)

References

95

(2)

Index

97

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Effective Assessment for Students with Special Needs : A Practical Guide for Every Teacher

Summary

Table of Contents

Supplemental Materials