Assessment: In Special and Inclusive Education

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Cengage Learning, Jan 29, 2009 - Education - 480 pages
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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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Assessment An Overview
Assessment in Classrooms
Assessment Using Formal Measures
Using Assessment Results to Make Educational Decisions
List Of Tests Reviewed
Acronyms Used In Special Education

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Common terms and phrases

About the author (2009)

John Salvia is Professor Emeritus of Special Education at the Pennsylvania State University. Dr. Salvia is also the author of 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.

James E. Ysseldyke has been educating school psychologists and researchers for more than 35 years, and is now Professor Emeritus in the School Psychology Program at the University of Minnesota. He has advised and mentored more than 100 doctoral and Ed.S. students who have gone on to leadership positions in universities, school systems, government agencies, and research organizations. He has served the University of Minnesota as director of the Minnesota Institute for Research on Learning Disabilities, director of the National School Psychology Network, director of the National Center on Educational Outcomes, and associate dean for research. Dr. Ysseldyke's research and writing have focused on enhancing the competence of individual students and enhancing the capacity of systems to meet students' needs. He is an author of major textbooks and more than 300 journal articles. Dr. Ysseldyke has received awards for his research from the School Psychology Division of the American Psychological Association, the American Educational Research Association, and the Council for Exceptional Children. The University of Minnesota presented him a distinguished teaching award, and he received a distinguished alumni award from the University of Illinois.

Sara Bolt, the newest member of the authoring team, is Associate Professor of School Psychology at Michigan State University. Her research focuses on examining assessment tools that can enhance instructional decision making for students who are at risk for poor academic outcomes. Dr. Bolt also conducts research on accommodations for diverse learners, students with disabilities, English language learner, and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.

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