Curriculum-Based Evaluation Teaching and Decision Making

ISBN-10: 0534343708
ISBN-13: 9780534343705
Edition: 3rd 2000 (Revised)
List price: $246.95 Buy it from $3.94
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Description: This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to  More...

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Book details

List price: $246.95
Edition: 3rd
Copyright year: 2000
Publisher: Wadsworth
Publication date: 8/30/1999
Binding: Paperback
Pages: 592
Size: 7.25" wide x 9.50" long x 0.75" tall
Weight: 2.134
Language: English

This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.

Kenneth W. Howell is an assistant professor at Prairie View A&M University. He received his Ph.D. in history form Texas A&M University and also taught there as a visiting assistant professor. He is the author ofTexas Confederate,Reconstruction Governor: James Webb Throckmortonand coauthor ofThe Devil’s Triangle: Ben Bickerstaff, Northeast Texans, and the War of Reconstruction inTexasandBeyond Myths and Legends:ANarrative History of Texas.

Jingle Vea normal Jingle Vea 2 0 2003-06-27T22:56:00Z 2003-06-27T22:56:00Z 1 135 771 sage 6 1 905 10.2625 MicrosoftInternetExplorer4 st1 :*{behavior:url(#ieooui) } /* Style Definitions */table.MsoNormalTable{mso-style-name:"Table Normal";mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-parent:"";mso-padding-alt:0in 5.4pt 0in 5.4pt;mso-para-margin:0in;mso-para-margin-bottom:.0001pt;mso-pagination:widow-orphan;font-size:10.0pt;font-family:"Times New Roman";} Victor Nolet is the Director of Assessment and Evaluationfor the Woodring College of Education at Western Washington University . � In this role, he is responsible forevaluation of teacher education and professional programs in the college. � He earned his doctorate in Special Educationfrom the University of Oregon in 1992, specializing in classroom-basedassessment and evaluation. � Dr. Nolet haspublished numerous research articles, monographs, book chapters, andco-authored books about data-based decision making and evaluation of studentoutcomes. � Dr. Nolets recent work hasfocused on analysis of the effects of national accountability and assessmentpolicy on school outcomes for students with disabilities. � Dr. Nolet is a Senior Research Consultant forthe Educational Policy Reform Research Institute, and he frequently teachescourses in evaluation, assessment, and educational research.  

Preface
Things-To Think About
Educational Decision Making
What Is Evaluation and Why Do It?
Summary
Study Questions
Thinking About Learning
What Are Some Examples of Educational Misconceptions?
How Do Misconceptions Influence Teaching?
How Does Learning Occur?
Why Do Some Students Experience Failure in School?
Learning Theory
Information Processing
How Are Cognition and Behavior Linked?
Summary
Study Questions
Thinking About the Curriculum
What Is the Curriculum and What Is It Good For?
How Is Curriculum Conceptualized?
How Can Teachers Work with the Curriculum?
How Can Curriculum Be Organized?
What Goes into a Curriculum?
What About Goals and Objectives?
What Are Criteria?
How Can Goals and Instructional Objectives Be Generated Through Unit Planning?
What Is a Table of Specifications?
Summary
Study Questions
Thinking About Instruction
Which Instructional Approaches Are Most Effective?
What Happens during Good Teaching?
How Can All of This Learning Occur at Once?
Some Other Issues Related to Instruction
How Do All of These Instructional Techniques Fit Together?
Summary
Study Questions
Supplemental Readings
Fundamentals of Evaluation
Why Evaluate?
How Does Evaluation Lead to Programming?
Is There More to Evaluation Than Measurement?
Once Again, What Are the Reasons to Evaluate?
How Is the Adequacy of Scores Evaluated?
What about Individual Comparisons?
Some Measurement Fundamentals
What Exactly Is Measurement?
What Makes a Good Measure?
What Assessment Procedures Do Evaluators Commonly Use?
How Does the Timing of an Evaluation Affect Decision Making?
How Does Formative Evaluation Work?
Summary
Study Questions
Tools for Assessment
Where Are We Now?
How Is Curriculum-Based Measurement Used in the CBE Process?
How Does CBM Fit into the CBE Process?
Test
If Tests Are So Complex, Should Teachers Construct Their Own?
Working with Students
What Is the CBE Inquiry Process?
CBE Inquiry Process Stage 1: Fact Finding
CBE Inquiry Process Stage 2: Develop Assumed Causes
CBE Inquiry Process Stage 3: Validating
CBE Inquiry Process Stage 4: Summative Decision Making
CBE Inquiry Process Stage 5: Formative Decision Making
Summary
Review Questions
Problem-Solving Evaluation and Decision Making
How Should I Go About Organizing and Compiling Assessment Results?
What Is "Good Thinking"?
How Should Teachers Decide What to Teach?
Deciding How to Teach
Entitlement Decisions
What Is a Problem-Solving Approach to Entitlement Decisions?
Now That We've Gotten Them In, How Do We Get Them Out?
Summary
Study Questions
Things to do
Reading Comprehension
Define Your Purpose
Define the Thing to Be Measured
Comprehension Skills and Strategies
Enabling Skills
Devise a Way to Make the Thing in Step 2 Observable
Conduct Assessment
Summarize Results
Make Summative and Formative Decisions
Objectives and Teaching Recommendations
Teaching Recommendations for Comprehension
General Recommendations for Teaching Comprehension
Specific Teaching Recommendations
Summary
Decoding
Define Your Purpose
Define the Thing to Be Measured
Devise a Way to Make the Thing in Step 2 Observable
Conduct Assessment
Summarize Results
Make Summative and Formative Decisions
Teaching Recommendations
Reading Instruction
Specific Teaching Recommendations
Summary
Language
Define Your Purpose
Define the Thing to Be Measured
Make the Thing in Step 2 Observable
Step 4
Step 5
Step 6
Evaluation Procedure
Teaching Recommendations
Summary
Written Expression
Define Your Purpose
Define the Thing to Be Measured
Devise a Way to Make Things in Step 2 Observable
Conduct Assessment
Summarize Results
Make Summative and Formative Decisions
Teaching Recommendations
Summary
Math
Define Your Purpose
Define the Thing to Be Measured
Devise a Way to Make the Thing in Step 2 Observable
Conduct Assessment
Summarize Results
Make Summative and Formative Decisions
Decision Making for Computation
Problem Solving for Application
Teaching Recommendations
Summary
Social Skills
Define Your Purpose
Define the Thing to Be Measured
Devise a Way to Make the Things in Step 2 Observable
Conduct Assessment
Use the CBE Process of Inquiry
Summarize
Make Decisions
Evaluation Procedures
Teaching Recommendations
Summary
Task-Related Behaviors
Define the Purpose
Define the Thing to Be Measured
Devise a Way to Make It Observable
Assessment, CBE Inquiry, Summary, and Decision Making
Teaching Recommendations
Summary
Appendix
Problem-Solving Checklist
Status Sheet for Active Reading
Teacher Interview/Checklist
Status Sheet for Syntactic Structures
Social Skill Curriculum Objectives
Functional Assessment Interview Form
Survey Level Status Sheet
Thinking Errors
Status Sheet for Task-Related Knowledge
Motivation Test and Key
Motivation Interview Questions
Summary Form for Motivation
Descriptors of TIES Components
Observation of Instruction
Glossary
References
Photo Credits
Name Index
Subject Index

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