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| Preface | |
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| Introduction to Assessment: Issues and Concerns | |
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| Assessment: Historical, Philosophical, and Legal Considerations | |
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| Historical Events and Philosophical Movements | |
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| Relevant Assessment Litigation | |
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| Relevant Legislation | |
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| Case Study: June | |
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| Reflections | |
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| Summary | |
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| The Assessment Process: A Proposed Model | |
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| Why Assess? | |
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| How Is the Process Initiated? | |
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| What Procedures Should Be Used? | |
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| Who Should Assess? | |
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| When Should Assessment Be Conducted? | |
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| What Should Be Done with the Results? | |
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| An Assessment Model Case Study: June | |
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| Reflections | |
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| Summary | |
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| Practical and Ethical Considerations | |
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| Practical Considerations: Factors Affecting Test Results | |
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| Ethical Considerations | |
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| Case Study: June | |
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| Reflections | |
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| Summary | |
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| Informal Procedures: Basic Tools for Teachers | |
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| Observation and Functional Behavior Assessment | |
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| Student Observationndash;Informal Systems | |
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| Student Observationndash;Formal Systems | |
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| Observation of the Instructional Environment | |
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| Functional Behavior Assessment | |
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| Case Study: June | |
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| Reflections | |
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| Summary Matrix | |
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| Criterion-Referenced Testing and Curriculum-Based Assessment | |
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| Criterion-Referenced Tests | |
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| Curriculum-Based Assessment (CBA) | |
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| Criterion-Referenced CBA (CR-CBA) | |
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| Curriculum-Based Measurement (CBM) | |
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| CR-CBA and CBM: An Integrated Model | |
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| Case Study: June | |
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| Reflections | |
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| Summary Matrix | |
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| Portfolio Assessment and Other Alternative Assessment Procedures | |
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| Performance Assessment | |
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| Limitations | |
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| Authentic Assessment | |
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| Portfolio Assessment | |
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| Advantages and Disadvantages of Portfolio Assessment | |
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| Case Study: June | |
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| Reflections | |
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| Summary Matrix | |
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| Assessment of Abilities | |
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| Assessment of Intelligence | |
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| Student Profile: Tommy Alternatives to Traditional Tests | |
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| Dynamic Assessment Procedures | |
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| Intelligence Tests: General Purpose and Description | |
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| Additional Instruments | |
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| Back to the Profile: Possible Answers to the Questions | |
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| Student Profile Data: Tommy | |
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| Case Study: June | |
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| Reflection | |