Assessment: In Special and Inclusive Education
Setting the standard for professional resources, the well-known ASSESSMENT IN SPECIAL AND INCLUSIVE EDUCATION, 11th Edition, offers basic assessment information along with a handbook-style reference to actual reviews of the tests most administered in K-12 schools. Reflecting changes in the field of assessment, the new Eleventh Edition is more student friendly than ever. Streamlined, succinct, and completely current, the text takes a new dual approach that teaches readers how to do assessments correctly as well as how to use assessment information to boost student competence. The text continues its thorough discussions on the importance of analyzing behaviors sampled by tests and on appropriate norming, reliability and validity. It also offers the latest test reviews and information, features a fresh new design, gives special attention to diversity issues, and increases coverage of legal concerns. Teaching is increasingly complex. School populations are extremely diverse in their language, knowledge of U.S. culture, and academic skills. Assessment is more critical than ever. ASSESSMENT IN SPECIAL AND INCLUSIVE EDUCATION equips readers with the knowledge and tools to assess the skills and abilities of their students effectively and efficiently. It teaches those who assess students to broaden their labors from efforts designed to make predictions about students' lives to efforts designed to make a difference in the lives of the students they serve. The result is improved educational outcomes.
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Cengage Advantage Books: Assessment: In Special and Inclusive Education
John Salvia,James E. Ysseldyke,Sara Bolt
No preview available - 2012
ability academic accommodations achievement standards achievement tests adaptive behavior alternate assessment appropriate areas Chapter child classroom coefficient cognitive composite comprehension content validity correct correlations curriculum decisions designed developmental diagnostic district domain Edition eligibility English error evaluation example fluency function goals grade identify impairment individualized education program instruction intelligence tests internal interpreted intervention learning disability math mathematics measure norm sample norm-referenced norm-referenced test observation oral reading parents peers percent percentile perceptual–motor performance person’s Phonological Awareness problems procedures programs progress monitoring psychologist questions range raw scores reliability require response to intervention responses Scenario in Assessment school personnel screening skills social special education special education services specific spelling standard deviation standard scores stanines students with disabilities subtests teacher test items test scores test’s tion validity Vocabulary Wechsler WISC-IV WJ-III words writing written language