Assessment : In Special and Inclusive Education
ISBN: 9780547134376 | 0547134371
Edition: 11thFormat: Paperback
Publisher: Cengage Learning
Pub. Date: 1/29/2009
Why Rent from Knetbooks?
Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!
Top 5 reasons to order all your textbooks from Knetbooks:
- We have the lowest prices on thousands of popular textbooks
- Free shipping both ways on ALL orders
- Most orders ship within 48 hours
- Need your book longer than expected? Extending your rental is simple
- Our customer support team is always here to help
As the standard professional resource in the field, ASSESSMENT IN SPECIAL AND INCLUSIVE EDUCATION, 11th Edition, offers basic assessment information along with a handbook-style reference of actual reviews of the tests most administered in K?12 schools. Completely up to date, the Eleventh Edition takes a new "dual approach"?teaching readers how to do assessments correctly as well as how to use assessment information to enhance student competence. It educates those who assess students to broaden their labors from efforts designed to make predictions about students' lives to efforts designed to make a difference in the lives of the students they serve.
| Introduction | |
| Introduction: Context for Assessment in Schools and Current Practices | |
| Assessment Defined | |
| The Importance of Assessment in School and Society | |
| Types of Assessment Decisions Made by Educators | |
| Screening Decisions: Are There Unrecognized Problems? | |
| Progress Monitoring Decisions: Is the Student Making Adequate Progress? | |
| Instructional Planning and... MORE | |
| Resource Allocation Decisions: Are Additional Resources Necessary? | |
| Eligibility for Special Education Services Decisions: Is the Student Eligible for Special Education and Related Services? | |
| Program Evaluation: Are Instructional Programs Effective? | |
| Accountability Decisions: Does What We Do Lead to Desired Outcomes? | |
| Important Things to Think About as You Read and Study This Textbook | |
| The Type of Decision Determines Type of Information Needed | |
| Focus on Alterable Behaviors | |
| Assess Instruction Before Assessing Learners | |
| Assessment Is Broader than Testing | |
| Assessments Have Consequences | |
| Not All Assessments are Equal | |
| Assessment Practices are Dynamic | |
| Preparing to Learn About Assessment in Special and Inclusive Education in Today's Schools | |
| Good News | |
| Legal and Ethical Considerations in Assessment | |
| Laws | |
| Section 504 of the Rehabilitation Act of 1973 | |
| Major Assessment Provisions of the Individuals with Disabilities Education Improvement Act (IDEA) | |
| The No Child Left Behind Act of 2001 | |
| 2004 Reauthorization of IDEA | |
| Ethical Considerations | |
| Beneficence | |
| Recognition of the Boundaries of Professional Competence | |
| Respect for the Dignity of Persons | |
| Adherence to Professional Standards on Assessment Test Security | |
| Test Scores and How to Use Them | |
| Basic Quantitative Concepts | |
| Scales of Measurement | |
| Characteristics of Distributions | |
| Average Scores | |
| Measures of Dispersion | |
| Correlation | |
| Scoring Student Performance | |
| Objective Versus Subjective Scoring | |
| Summarizing Student Performance | |
| Interpretation of Test Performance | |
| Criterion-Referenced Interpretations | |
| Achievement-Standards | |
| Referenced Interpretations | |
| Norm-Referenced Interpretations | |
| Norms Important Characteristics | |
| Proportional Representation | |
| Number of Subjects | |
| Age of Norms | |
| Relevance of Norms | |
| Technical Adequacy | |
| Reliability Error in Measurement | |
| The Reliability Coefficient | |
| Standard Error of Measurement | |
| Estimated True Scores | |
| Confidence Intervals | |
| Validity General Validity | |
| Methods of Validating Test Inferences | |
| Factors Affecting General Validity | |
| Responsibility for Valid Assessment | |
| Using Test Adaptations and Accommodations | |
| Why Be Concerned About Testing Adaptations? Changes in Student Population | |
| Changes in Educational Standards | |
| The Need for Accurate Measurement | |
| It Is Required by Law | |
| The Importance of Promoting Test Accessibility | |
| Concept of Universal Design | |
| Universal Design Applications | |
| Promote Better Testing for All | |
| Factors to Consider in Making Accommodation Decisions | |
| Ability to Understand Assessment Stimuli | |
| Ability to Respond to Assessment Stimuli | |
| Normative Comparisons | |
| Exposure to the Curriculum Being Tested (Opportunity to Learn) | |
| Environmental Considerations | |
| Cultural Considerations | |
| Linguistic Considerations | |
| Categories of Testing Accommodations | |
| Recommendations for Making Accommodation Decisions During Eligibility Testing | |
| Students with Disabilities | |
| Recommendations for Making Accommodation Decisions During Accountability Testing | |
| Assessment in Classrooms | |
| Assessing Behavior Through Observation | |
| General Considerations | |
| Live or Aided Observation | |
| Obtrusive Versus Unobtrusive Observation | |
| Contrived Versus Naturalistic Observation | |
| Defining Behavior | |
| Measurable Characteristics of Behavior | |
| Sampling Behavior | |
| Contexts | |
| Times | |
| Behaviors | |
| Conducting Systematic Observations | |
| Preparation | |
| Data Gathering | |
| Data Summarization | |
| Criteria for Evaluating Observed Performances | |
| Teacher-Made Measures of Achievement | |
| Uses | |
| Ascertain Skill Development | |
| Monitor Instruction | |
| Document Instructio | |
| Table of Contents provided by Publisher. All Rights Reserved. |
