Assessment In Special and Inclusive Education

ISBN-10: 061869269X
ISBN-13: 9780618692699
Edition: 10th 2007
List price: $173.95
30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy

Description: The market-leading professional resource in the field, this text offers basic assessment information and a handbook of actual reviews of the tests most often administered in K–12 schools. Assessment is recognized for its honest and even-handed  More...

what's this?
Rush Rewards U
Members Receive:
coins
coins
You have reached 400 XP and carrot coins. That is the daily max!
You could win $10,000

Get an entry for every item you buy, rent, or sell.

Customers also bought

Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading

Book details

List price: $173.95
Edition: 10th
Copyright year: 2007
Publisher: CENGAGE Learning
Publication date: 3/10/2006
Binding: Hardcover
Pages: 752
Size: 8.50" wide x 9.75" long x 1.25" tall
Weight: 3.146

The market-leading professional resource in the field, this text offers basic assessment information and a handbook of actual reviews of the tests most often administered in K–12 schools. Assessment is recognized for its honest and even-handed reviews of common standardized tests administered by assessment personnel in the areas of achievement, intelligence, language, math, and reading. The text also helps teachers and school psychological personnel become more informed consumers and users of these tests. Comprehensive coverage includes both standardized (formal) and classroom (informal) assessment, such as portfolio assessment, outcome-based assessment, observation, ecological assessment, and teacher-made tests. New! Chapter 15, "How to Review a Test," takes readers through these steps: picking a test; understanding a test's purposes, content, procedures, and scores; evaluating a test's norms, reliability, and validity; and reaching a summary evaluation of a test. New! Part Five, "Decision Making," is created from a reorganization of the text and contains three substantially revised chapters"Teacher Decision Making," "Making Entitlement Decisions," and "Making Accountability Decisions"as well as one new chapter, "Assessing Response to Intervention." New! Chapter 30, "Assessing Response to Intervention (RTI)" discusses the fundamental assumptions in assessing RTI; definitions of RTI; measurement concepts in RTI models; dimensions of assessment of RTI; purposes of assessing RTI; examples of RTI assessment models; and issues and considerations. New and Significantly Revised! Test Reviews have been updated for currency in the Tenth Edition. Among the 23 new or updated tests are Asperger Syndrome Diagnostic Scale (ASDS), Comprehensive Mathematical Abilities Test, Group Mathematics Assessment and Diagnostic Evaluation, Bender Visual Motor Gestalt Test, Second Edition, and The Test of Early Mathematics Ability, Third Edition. All of the new and revised tests are indicated by an asterisk in the list of all tests reviewed in this edition, which appears on the inside front cover and first page of the book. This edition has been streamlined, with less frequently used tests now accessible on the Online Teaching and Study Centers. New! Up-to-date coverage includes IDEA legislation that proposes new ways to assess students with learning disabilities. An Epilogue, "The Evolution of Assessment Practices: Where Are We Headed?" offers an overview of the critical issues facing the future of the assessment field, and describes the new Problem-Solving Model as an approach for addressing assessment practices in schools.

John Salvia is Professor Emeritus of Special Education at the Pennsylvania State University. Dr. Salvia is also the author of CURRICULUM-BASED ASSESSMENT (Allyn and Bacon), two individual tests, and numerous articles on the assessment of students with disabilities. His research focused on using assessment information to plan and evaluate educational programs and the impact of regular education reforms on assessment practices with exceptional students. Dr. Salvia remains interested in the extent to which students receive appropriate educational assessments.

Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe.As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities.The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring--and meeting--all their potentials.

Sara E. Bolt, PhD, is Assistant Professor of School Psychology at Michigan State University. She has a doctorate in educational psychology from the University of Minnesota. While completing her graduate studies, she worked as a research assistant at the National Center on Educational Outcomes and as a school psychologist at Heartland Area Education Agency. Dr. Bolt currently conducts research on testing accommodations for students with disabilities as well as on educational assessment practices for special populations generally. nbsp; Andrew T. Roach, PhD, is Assistant Professor in the Department of Counseling and Psychological Services at Georgia State University. His research focuses on alternate assessments and the alignment between standards, assessments, and classroom instruction. Dr. Roach received the Early Career Publication Award from the Council for Exceptional Children--Division of Research. He has conducted alignment and related validity studies for alternate assessments in Georgia, Idaho, Indiana, Mississippi, and Wisconsin, and currently serves as coinvestigator on two federally funded investigations of the validity of alternate assessments based on modified achievement standards. Before completing his doctorate, Dr. Roach taught elementary and middle school for 9 years.

Assessment of Students Testing Is One Part of Assessment Types of Decisions Making Assessment Decisions Assessment Domains Assessment and Society
Assessment Processes and Concerns The Process of Assessment Assessing Instruction Assessment Concerns
Legal and Ethical Considerations in Assessment Laws Ethical Considerations Pupil Records: Collection, Maintenance, and Dissemination
Descriptive Statistics Scales of Measurement Distributions Basic Notation Measures of Central Tendency Measures of Dispersion Correlation Causality
Quantification of Test Performance Scores Used in Norm-Referenced Assessment Scores Used in Criterion-Referenced Assessment A Word About Global Ratings
Norms Representatives Technical Considerations Using Norms Correctively Concluding Comment: Caveat Emptor
Reliability The Reliability Coefficient Factors Affecting Reliability Determining Which Reliability Method to Use
Validity Methods of Validating Test Inferences Factors Affective General Validity
Adapting Tests to Accommodate Students with Disabilities Why Be Concerned About Testing Adaptations The Twin Issues of Participation and Accommodation in Testing Factors Affecting Accurate Assessment Environmental Consideration Legal Consideration Recommendations for Making Participation Decisions Current Practice in Testing Accommodations Recommendations on Making Accommodation Decisions
Testing Students with Limited English Proficiency The Diversity of Students With Limited Proficiency in English Legal Protections in Testing Linguistic Considerations Alternative Ways to Test Students with Limited English Proficiency Making Entitlement Decisions without Testing
Assessing Behavior Through Observation Why Do Teachers Observe Behavior General Considerations Defining Behavior Sampling Behavior Targeting Behavior for Observation Conducting Systemic Observations Criteria for Evaluating Observed Performances
Assessing Instructional Ecology What Is Instructional Ecology? The Importance of Home-School Connections for Learning Factors that Contribute to Academic and Behavioral Problems in School Approaches to Gathering Data on Instructional Ecology
Teacher-Made Tests of Achievement Why Do Teachers Assess Achievement? Advantages of Teacher-Made Tests Testing Formats Used by Teachers Considerations in Preparing Tests Response Formats Assessment in Core Achievement Areas Potential Sources of Difficulty in the Use of Teacher Made Tests
Portfolio Assessment Addressing Criticisms of Norm-Related Tests Portfolio Assessment Issues and Concerns to be Resolved Improving Portfolio-Assessment Practices Concluding Comments
How to Evaluate a Test How Do We Review a Test? Making a summative Evaluation
Assessment of Intelligence: An Overview Intelligence Tests as Samples of Behavior The Effect of Pupil Characteristics on Assessment of Intelligence Behaviors Sampled by Intelligence Tests Factors Underlying Intelligence Test Behaviors Commonly Interpreted Factors on Intelligence Tests Assessment of Processing Deficits Dilemmas in Current Practice
Assessment of Intelligence: Individual Tests Why Do We Give Individual Intelligence Tests?Diagnostic Systems General Intelligence Tests Nonverbal Intelligence Tests Dilemmas in Current Practice
Assessment of Intelligence: Group Tests Why Do We Administer Group Intelligence Tests? Specific Group Tests of Intelligence
Assessment of Sensory Acuity Why Do We Assess Sensory Acuity Visual Difficulties Vision Screening and Assessment Hearing Difficulties Dilemmas in Current Practice
Assessment of Perceptual and Perceptual-Motor Skills Why Do We Assess Perceptual-Motor Skills? Specific Tests of Perceptual-Motor Skills Dilemmas in Current Practice
Assessment of Academic Achievement with Multiple-Skill Devices Considerations for Selecting a Test Why Do We Assess Academic Achievement? Specific Tests of Academic Achievement Dilemmas in Current Practice
Assessment of Reading Why Do We Assess Reading? The Ways in Which Reading is Taught Skills Assessed by Diagnostic Reading Tests Oral Reading Tests Diagnostic Reading Tests Measures of Reading Comprehension Criterion-Referenced Testing in Reading Dilemmas in Current Practice
Assessment of Mathematics Why Do We Assess Mathematics? Behaviors Sampled by Diagnostic Mathematics Tests Specific Diagnostic Mathematics Tests Dilemmas in Current Practice
Assessment of Language Terminology Why Assess Oral and Written Language Observing Language Behavior Oral-Language Tests Written-Language Tests Language Tests That Assess Both Written and Oral Language Dilemmas in Current Practice
Assessment of Infants, Toddlers, and Preschoolers Why Do We Assess Infants, Toddlers, and Preschoolers? Tests Used with Infants, Toddlers, and Preschoolers Dilemmas in Current Practice
Assessment of Social and Emotional Behavior Ways of Assessing Problem Behavior Why Do We Assess Problem Behavior? Specific Rating Scales of Social-Emotional Behavior Dilemmas in Current Practice
Assessment of Adaptive Behavior Defining Adaptive Behavior Assessing Adaptive Behavior Why Do We Assess Adaptive Behavior Specific Tests of Adaptive Behavior Dilemmas in Current Practice
Teacher Decision Making Decisions Prior to Referral Prereferral Decisions Decisions Made in Special Education
Making Entitlement Decisions Official Student Disabilities Entitlements Definitions of Disabilities under the IDEA Establishing Emotional Need for Special Education Determining that a Student is Disabled Determining Eligibility Problems in Determining Special Education Eligibility
Assessing Response to Instruction RTI Conceptualizations Fundamental Assumptions in Assessing Response to Instruction Measurement Concepts in RTI Models Dimensions of Assessment of RTI The Purposes of Assessing Response to Intervention Examples of RTI Assessment Models Issues and Considerations Technology-Enhanced Progress Monitoring Systems Concluding Comments
Making Accountability Decisions Legal Requirements Important Terminology It''s All About Meeting Standards Developing Standards-Based Accountability Systems Current State Assessment Practices Important Considerations in Assessment for the Purpose of Making Accountability Decisions Best Practices in High-Stakes Assessment and Accountability Technology-Enhanced Assessment and Accountability Systems
Table of Contents provided by Publisher. All Rights Reserved.

×
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.

×