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Assessment In Special and Inclusive Education

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ISBN-10: 0547134371

ISBN-13: 9780547134376

Edition: 11th 2010

Authors: John Salvia, James Ysseldyke, Sara Bolt

List price: $277.95
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Book details

List price: $277.95
Edition: 11th
Copyright year: 2010
Publisher: Wadsworth
Publication date: 1/29/2009
Binding: Paperback
Pages: 480
Size: 8.50" wide x 10.00" long x 0.50" tall
Weight: 2.288

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…    

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…    

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