Assessing Students with Special NeedsThis comprehensive text for future teachers of learners with disabilities is grounded in the idea that assessment is at the center of all good teaching. Its hallmarks are its accessibility, balanced coverage of both this formal and informal assessment, plus thorough exploration of the link between gathering information and actually using it to make informed decisions. Offering a step-by-step Assessment Question Model on the inside front cover, it equips readers to understand the complete assessment process, from choosing the best tool, to adapting instruction to improving outcomes. Popular, as well as lesser-known, tools are examined in order to acquaint readers with promising procedures for assessing students with special needs. |
From inside the book
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Page 54
... professionals , input from par- ents , and classroom teachers ' observations and recommendations . Assessment Tools Are Technically Adequate and Administered by Trained Professionals Assessment devices must be reliable measurement tools ...
... professionals , input from par- ents , and classroom teachers ' observations and recommendations . Assessment Tools Are Technically Adequate and Administered by Trained Professionals Assessment devices must be reliable measurement tools ...
Page 494
... professionals are most often selected , there are other differences that may bias assessment re- sults and / or make ... professionals may want to use a bilingual / bicultural / sociocultural mediator who can talk with parents about ...
... professionals are most often selected , there are other differences that may bias assessment re- sults and / or make ... professionals may want to use a bilingual / bicultural / sociocultural mediator who can talk with parents about ...
Page 510
... Professionals and families collaborate in planning and implementing assessment . A4 . Professionals meet and collaborate with families to discuss family preferences and reach consensus about the process , methods , materials , and ...
... Professionals and families collaborate in planning and implementing assessment . A4 . Professionals meet and collaborate with families to discuss family preferences and reach consensus about the process , methods , materials , and ...
Contents
Evaluating Technical Quality | 48 |
Standardized Tests | 74 |
Classroom Assessment | 102 |
Copyright | |
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ability achievement tests adaptive behavior administration analysis answer appropriate areas assessment team assessment tools average BRIGANCE checklists child classroom cognitive Comprehension computation criterion-referenced tests curriculum curriculum-based dents determine developmental Diagnostic Edition environment errors evaluation example goals grade equivalents Hammill handwriting Harcourt Assessment identify individual Individualized Education Program informal assessment instructional intellectual performance intelligence interviews Inventory Joyce Joyce's learning disabilities manual math mathematics measures ment mental retardation needs norm group norm-referenced tests observation oral language parents peers percentile ranks PIAT-R/NU planning PRO-ED problems procedures professionals rating scales raw score record reliability require responses sample school performance selected sentence special education assessment specific spelling standard deviation standard scores stanines strategies student's current student's performance students with disabilities subtests teacher techniques test items test tasks tion types validity Vocabulary Wechsler WIAT-II WISC-IV Woodcock Woodcock-Johnson words writing written language