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| Each chapter begins with "Chapter Objectives," "Key Terms," and "Overview" and concludes with "Summary" and "References." | |
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| Foundations of Assessment | |
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| Why Do Teachers Assess? | |
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| Individuals with Disabilities Education Improvement Act (IDEA) of 2004 | |
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| Who is Eligible for Special Education? | |
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| Response to Intervention (RTI) | |
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| Multidisciplinary Teams | |
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| The Individualized Education Program | |
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| Special Considerations for Young Children | |
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| Transition Services | |
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| Procedures for Ensuring the Rights of Students and Families | |
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| No Child Left Behind Act of 2001 | |
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| Assessment Requirements | |
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| Alternative assessments | |
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| Family Educational Rights and Privacy Act | |
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| Court Decisions Affecting Assessment Practices | |
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| Responding to Diversity | |
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| Boxes How It Works! Planning and Conducting Student Observations How It Works! Assessing Student Achievement in Mathematics at Highlands Middle School Research-based Practices: What's to Know? | |
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| Assessment Framework | |
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| Assessment Questions, Steps, and Purposes | |
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| Assessment Questions | |
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| Assessment Steps and Purposes | |
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| Assessment Approaches | |
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| Assessment of Assistive Technology Needs | |
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| Approaches to Assistive Technology Assessment | |
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| SETT Framework | |
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| Matching Person & Technology (MPT) | |
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| Wisconsin Assistive Technology Initiative (WATI) | |
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| Preparing to Administer Assessments | |
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| Before the Testing Begins | |
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| When the Student Arrives | |
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| After the Testing Is Completed | |
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| Interpreting Assessments with Accommodations or Modifications | |
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| Professional Standards | |
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| Confidentiality | |
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| Responding to Diversity | |
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| Avoiding Assessment Bias | |
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| Emerging Practices: Universal Design | |
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| Boxes | |
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| SNAPSHOT: Cory | |
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| Research-based Practices: English Language Learners and Learning Disabilities | |
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| How It Works! Assessment Practices in Action | |
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| Reliability and Validity | |
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| Reliability | |
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| Approach 1: Using Correlation Coefficients | |
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| Approach 2: Variances or Standard Deviations of Measurement Errors | |
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| Approach 3: Item Response Theory | |
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| Factors that Influence Reliability | |
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| Validity | |
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| Validity of Test Interpretations | |
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| Consequential Validity | |
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| Alternate Assessment | |
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| Out-of-Level Testing | |
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| Responding to Diversity: Fairness in Assessment | |
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| Equity | |
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| Nonbiased Assessment | |
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| Linguistic Diversity | |
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| Consideration of Adverse Consequences | |
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| Snapshot: Prentice Dillon and Erin Gates | |
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| Developing Technical Skills | |
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| Standardization Sample | |
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| Norm-referenced Tests | |
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| Criterion-referenced Tests | |
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| Distinguishing Norm-Referenced Tests from Criterion-Reference | |