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Introduction | |
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Introduction: Context for Assessment in Schools and Current Practices | |
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Assessment Defined | |
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The Importance of Assessment in School and Society | |
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Types of Assessment Decisions Made by Educators | |
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Screening Decisions: Are There Unrecognized Problems? | |
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Progress Monitoring Decisions: Is the Student Making Adequate Progress? | |
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Instructional Planning and Modification Decisions: What Can We Do to Enhance Competence and Build Capacity, and How Can We Do It? | |
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Resource Allocation Decisions: Are Additional Resources Necessary? | |
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Eligibility for Special Education Services Decisions: Is the Student Eligible for Special Education and Related Services? | |
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Program Evaluation: Are Instructional Programs Effective? | |
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Accountability Decisions: Does What We Do Lead to Desired Outcomes? | |
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Important Things to Think About as You Read and Study This Textbook | |
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The Type of Decision Determines Type of Information Needed | |
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Focus on Alterable Behaviors | |
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Assess Instruction Before Assessing Learners | |
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Assessment Is Broader than Testing | |
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Assessments Have Consequences | |
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Not All Assessments are Equal | |
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Assessment Practices are Dynamic | |
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Preparing to Learn About Assessment in Special and Inclusive Education in Today's Schools | |
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Good News | |
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Legal and Ethical Considerations in Assessment | |
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Laws | |
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Section 504 of the Rehabilitation Act of 1973 | |
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Major Assessment Provisions of the Individuals with Disabilities Education Improvement Act (IDEA) | |
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The No Child Left Behind Act of 2001 | |
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2004 Reauthorization of IDEA | |
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Ethical Considerations | |
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Beneficence | |
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Recognition of the Boundaries of Professional Competence | |
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Respect for the Dignity of Persons | |
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Adherence to Professional Standards on Assessment Test Security | |
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Test Scores and How to Use Them | |
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Basic Quantitative Concepts | |
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Scales of Measurement | |
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Characteristics of Distributions | |
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Average Scores | |
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Measures of Dispersion | |
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Correlation | |
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Scoring Student Performance | |
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Objective Versus Subjective Scoring | |
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Summarizing Student Performance | |
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Interpretation of Test Performance | |
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Criterion-Referenced Interpretations | |
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Achievement-Standards | |
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Referenced Interpretations | |
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Norm-Referenced Interpretations | |
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Norms Important Characteristics | |
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Proportional Representation | |
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Number of Subjects | |
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Age of Norms | |
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Relevance of Norms | |
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Technical Adequacy | |
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Reliability Error in Measurement | |
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The Reliability Coefficient | |
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Standard Error of Measurement | |
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Estimated True Scores | |
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Confidence Intervals | |
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Validity General Validity | |
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Methods of Validating Test Inferences | |
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Factors Affecting General Validity | |
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Responsibility for Valid Assessment | |
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Using Test Adaptations and Accommodations | |
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Why Be Concerned About Testing Adaptations? Changes in Student Population | |
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Changes in Educational Standards | |
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The Need for Accurate Measurement | |
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It Is Required by Law | |
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The Importance of Promoting Test Accessibility | |
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Concept of Universal Design | |
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Universal Design Applications | |
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Promote Better Testing for All | |
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Factors to Consider in Making Accommodation Decisions | |
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Ability to Understand Assessment Stimuli | |
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Ability to Respond to Assessment Stimuli | |
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Normative Comparisons | |
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Exposure to the Curriculum Being Tested (Opportunity to Learn) | |
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Environmental Considerations | |
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Cultural Considerations | |
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Linguistic Considerations | |
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Categories of Testing Accommodations | |
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Recommendations for Making Accommodation Decisions During Eligibility Testing | |
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Students with Disabilities | |
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Recommendations for Making Accommodation Decisions During Accountability Testing | |
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Assessment in Classrooms | |
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Assessing Behavior Through Observation | |
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General Considerations | |
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Live or Aided Observation | |
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Obtrusive Versus Unobtrusive Observation | |
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Contrived Versus Naturalistic Observation | |
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Defining Behavior | |
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Measurable Characteristics of Behavior | |
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Sampling Behavior | |
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Contexts | |
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Times | |
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Behaviors | |
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Conducting Systematic Observations | |
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Preparation | |
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Data Gathering | |
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Data Summarization | |
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Criteria for Evaluating Observed Performances | |
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Teacher-Made Measures of Achievement | |
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Uses | |
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Ascertain Skill Development | |
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Monitor Instruction | |
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Document Instructio | |