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| Introduction to Assessment | |
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| An Introduction | |
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| CEC Knowledge and Skills Standards | |
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| Assessment: A Necessary Part of Teaching | |
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| Monitor Your Progress | |
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| Historical and Contemporary Models of Assessment | |
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| Contemporary Model of Assessment | |
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| Evaluating Student Progress in the Classroom | |
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| Designing an Assessment Plan | |
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| Assessing the Whole Child: Cultural Considerations | |
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| Law, Ethics, and Issues | |
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| CEC Knowledge and Skills Standards | |
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| The Law: Public Law 94-142 and IDEA IDEA and Assessment | |
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| Evaluating Children with Specific Learning Disabilities | |
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| Meeting the Needs of Persons with Attention Disorders | |
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| IEP Team Evaluation | |
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| Determining Eligibility | |
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| Parent Participation | |
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| Developing the Individualized Education Program | |
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| Transition Services | |
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| Due Process | |
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| Impartial Due Process Hearing | |
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| Section 504 | |
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| Research and Issues Concerning IDEA | |
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| Issues of Nondiscriminatory Assessment | |
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| Disproportionality | |
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| The Multidisciplinary Team and the Decision-Making Process | |
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| Least Restrictive Environment | |
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| Impartial Hearings | |
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| Ethics and Standards | |
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| Technical Prerequisites of Understanding Assessment | |
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| Descriptive Statistics | |
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| CEC Knowledge and Skills Standards | |
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| Why Is Measurement Important? | |
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| Getting Meaning from Numbers | |
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| Review of Numerical Scales | |
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| Descriptive Statistics | |
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| Measures of Central Tendency | |
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| Average Performance | |
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| Measures of Dispersion | |
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| Mean Differences | |
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| Skewed Distributions | |
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| Types of Scores | |
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| Reliability and Validity | |
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| CEC Knowledge and Skills Standards | |
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| Reliability and Validity in Assessment | |
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| Correlation | |
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| Methods of Measuring Reliability | |
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| Which Type of Reliability Is the Best? | |
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| Standard Error of Measurement | |
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| Estimated True Scores | |
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| Test Validity | |
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| Reliability versus Validity | |
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| Introduction to Norm-Referenced Assessment | |
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| CEC Knowledge and Skills Standards | |
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| How Norm-Referenced Tests are Constructed Basic S | |