Includes bibliographical references and index.

1. Foundations of Assessment.



Why Do Teachers Assess?

Individuals with Disabilities Education Improvement Act (IDEA) of 2004

Who is Eligible for Special Education?

Response to Intervention (RTI).

Multidisciplinary Teams

The Individualized Education Program

Special Considerations for Young Children

Transition Services

Procedures for Ensuring the Rights of Students and Families

No Child Left Behind Act of 2001

Assessment Requirements

Alternative assessments

Family Educational Rights and Privacy Act

Court Decisions Affecting Assessment Practices

Responding to Diversity





2) Assessment Framework.





Assessment Questions, Steps, and Purposes

Assessment Questions

Assessment Steps and Purposes

Assessment Approaches

Assessment of Assistive Technology Needs

Approaches to Assistive Technology Assessment

SETT Framework

Matching Person & Technology (MPT)

Wisconsin Assistive Technology Initiative (WATI)

Preparing to Administer Assessments

Before the Testing Begins

When the Student Arrives

After the Testing Is Completed

Interpreting Assessments with Accommodations or Modifications

Professional Standards

Confidentiality

Responding to Diversity

Avoiding Assessment Bias

Emerging Practices: Universal Design





3. Reliability and Validity.



Reliability

Approach 1: Using Correlation Coefficients

Approach 2: Variances or Standard Deviations of Measurement Errors

Approach 3: Item Response Theory

Factors that Influence Reliability

Validity

Validity of Test Interpretations

Consequential Validity

Alternate Assessment

Out-of-Level Testing

Responding to Diversity: Fairness in Assessment

Equity

Nonbiased Assessment

Linguistic Diversity

Consideration of Adverse Consequences



4. Developing Technical Skills.



Standardization Sample

Norm-referenced Tests

Criterion-referenced Tests

Distinguishing Norm-Referenced Tests from Criterion-Referenced Tests

Scales of Measurement

Nominal Scale

Ordinal Scale

Interval Scale

Ratio Scale

Frequency Distribution

Normal Curve

Measures of Central Tendency

Mean

Mode

Median

Standard Deviation

Types of Scores

Raw Scores

Percentage Scores

Derived Scores

Developmental Scores

Developmental Quotient

Scores of Relative Standing

Standard Scores

Basal and Ceiling Levels

Standard Error of Measurement and Confidence Intervals

Standard Error of Measurement

Confidence Intervals

Scoring Guidelines

How Should Assessment Approaches Be Evaluated?



5. Observing, Interviewing, and Conferencing.



Why Observe?

Planning Observations

Observation Questions

Defining an Event or Behavior

Location

Recording

Accuracy

Integration

Observing the Student: Responding to Diversity

Work habits

Interactions with others

Facial expression and affect

Body movements

Adaptive skills

Participation in play and games

Recording Methods

Anecdotal Record

Running Record

Event Recording

Duration Recording

Intensity Recording

Latency Recording

Interval Recording

Category Recording

Rating Scales

Steps in Planning and Conducting Student Observations

Reducing Errors When Conducting Observations
Errors of Omission

Errors of Commission

Errors of Transmission

Observer Drift

Predetermined Expectations

Student and Setting Characteristics

Understanding More about Reliability

Reliability Checks

Calculating Interobserver Reliability

Reliability of Event Recording

Understanding More about Validity

Developing Informal Norms

Observing the Classroom Environment

Physical Environment

Learning Environment

Social Environment

Other Informal Assessment Approaches

Checklists

Interviews

Questionnaires

Conferencing and Collaborating





6. Performance-Based, Authentic and Portfolio Assessments.



Performance-based Assessment

Developing Performance-Based Assessments

Authentic Assessment

Portfolio Assessment

Contents of a Portfolio

Organizing the Portfolio

Helping Students Construct Portfolios

Using Technology

Exhibitions

Responding to Diversity

Developing Scoring Systems

Rubric

Analytic Scoring

Holistic Scoring

Benchmarks

Ensuring Technical Adequacy

Reliability

Consistency and Stability

Consequential Validity

Cautions When Using Performance-Based, Authentic, and Portfolio Assessment

Considerations About Using Performance-Based Assessments



7. Test Interpretation and Report Writing.



Interpreting Assessment Information

General Guidelines

Interpreting Results from Assessments with Accommodations or Modifications

Generating a Hypothesis

Examiner Bias

Using Professional Knowledge

Responding to Diversity

General Principles for Report Writing

Organize the Information

Relate Only the Facts

Include Only Essential Information

Be Aware of Bias

Present Accurate Information

Include Any Reservations

Avoid Technical Jargon

Write Clearly

Synthesizing Information

Types of Assessment Reports

Reports of Observations

Individual Test Reports

Comprehensive Assessment Reports

Writing the Report

Identifying Data

Reason for Referral/Assessment

Background Information

Observations of the Environment

Behavioral Observations

Tests, Interviews, and Performance-Based Assessment

Discussion of Results

Summary

Recommendations

Evaluating the Report

Sharing Assessment Results with Others

Family Members

The Student

National and State-wide Assessments

Using Local Assessments

Test Software





8. Achievement: Overall Performance.



Responding to Diversity

Standardized Instruments

Steps in the Development of a Standardized Achievement Test

Benefits

Disadvantages

Group Tests

Individual Achievement Tests

Kaufman Test of Educational Achievement/Normative Update

Peabody Individual Achievement Test-Revise/Normative Update

Wechsler Individual Achievement Test-II

Wide Range Achievement Test-3

Woodcock Johnson Tests of Achievement

Curriculum-based Assessment

Developing a Curriculum-Based Assessment Instrument

Criterion-referenced Tests

Teacher-Developed Criterion-Referenced Tests

Assessment Approaches





9. Reading.



Phonemic Awareness

Phonics

Word Study

Reading Fluency

Syntax

Vocabulary

Reading Comprehension

Technological Literacy

Assessing Reading

Assessment Principles

Standardized Instruments

Gray Oral Reading Tests-4

Stanford Diagnostic Reading Test

Test of Reading Comprehension -3

Woodcock Reading Mastery Test-Revised/Normative Update

Concerns about Standardized Reading Tests

Connecting Assessment with Instruction

Curriculum-based Assessment: Idol, Nevin, Paolucci-Whitcomb Model

Curriculum-based Measurement

Criterion-Referenced Assessment

Informal Assessment Approaches

Probes

Miscue (or Error) Analysis

Cloze Procedure

Think-Alouds

Retelling

Oral Descriptions

Written Descriptions

Checklists and Questionnaires

Interviews

Conferences

Student Journals and Notebooks

Performance-Based Assessment

Portfolios

Exhibitions

Peer Assessment





9. Written Language.



Content Validity

Scoring Written Language Tests

Standardized Instruments

Test of Written Expression

Test of Written Language-3

Test of Written Spelling-4

Concerns about Standardized Tests of Written Language

Connecting Assessment with Instruction

Curriculum-based Measurement

Criterion-referenced Assessment

Informal Approaches

Probes

Error Analysis

Oral Descriptions

Written Descriptions

Checklists and Questionnaires

Interviews

Conferences

Student Journals and Notebooks

Portfolios

Exhibitions

Self-Assessment

Peer Assessment

Scoring

Holistic Scoring

Analytic Scoring

Anchor Papers



11. Oral Language.


Behavioral Approach

Social Learning Theory

Psycholinguistic Approach

Understanding Speech and Language Disorders

Speech Disorders

Language Disorders

Responding to Diversity

Speech and Language Assessment

Form

Content

Use

Standardized Tests of Oral Language

Clinical Evaluation of Language Fundamentals (R) Fourth Edition

Expressive Vocabulary Test

Oral and Written Language Scales

Peabody Picture Vocabulary Test-Third Edition

Preschool Language Scale-4

Test of Adolescent and Adult Language-3

Test of Language Development-Primary: Third Edition

Concerns about Standardized Tests of Oral Language

Receptive Language

Expressive Language

Connecting Assessment with Instruction

Curriculum-based Measurement

Language Probes

Language Samples

Mean Length Utterances (MLUs)

Other Approaches

Observing the Student within the Environment

Physical Environment

Learning Environment

Social Environment

Students with Severe Communication Disorders

Augmentative or Alternative Communication Systems

Assessment for Augmentative or Alternative Communication





12. Mathematics.



Evaluating Mathematical Abilities

Responding to Diversity

Standardized Instruments

KeyMath-Revised/Normative Update

Test of Mathematical Abilities-2

Connecting Assessment with Instruction

Criterion-referenced Assessment

Brigance Inventories

Curriculum-based Assessment

Suggestions for Accommodations When Using CBAs in Mathematics

Error Analysis

Oral Descriptions

Written Descriptions

Checklists and Questionnaires

Interviews

Conferences

Student Journals

Performance-based Assessment

Portfolios

Exhibitions

Self-Assessment

Peer Assessment

Observing the Student within the Classroom Environment

Physical Environment

Learning Environment

Social Environment



13. Cognitive Development.



Responding to Diversity

Standardized Instruments

Bateria-R Tests of Cognitive Ability and Achievement

Cognitive Abilities Test

Comprehensive Test of Nonverbal Intelligence

Detroit Tests of Learning Aptitude-Primary: Second Edition

Detroit Tests of Learning Aptitude-Fourth Edition

Differential Ability Scales

Kaufman Adolescent and Adult Intelligence Test

Kaufman Assessment Battery for Children, Second Edition

Stanford-Binet Intelligence Scale: Fifth Edition

Test of Nonverbal Intelligence-Third Edition

Wechsler Intelligence Scale for Children-Fourth Edition Integrated

Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV Spanish)

Woodcock-Johnson III Tests of Cognitive Ability





14. Adaptive Behavior.



Adaptive Behavior

Supports

Maladaptive Behavior

Responding to Diversity

Informants

Standardized Instruments

Adaptive Behavior Assessment System (R) Second Edition

Adaptive Behavior Scales

Checklist of Adaptive Living Skills

Responsibility and Independence Scale for Adolescents

Scales of Independent Behavior- Revised

Vineland Adaptive Behavior Scales, Second Edition (Vineland-II)





15. Behavior in the Classroom.



Types of Problem Behaviors Observed in the Classroom

Perspectives for Assessing Problem Behaviors

Behavioral Perspective

Biological Perspective

Developmental Approach

Humanistic Perspective

Responding to Diversity

Observing the Student within the Environment

Physical Environment

Learning Environment

Social Environment

Assessment Questions, Purposes, and Approaches

Functional Behavioral Assessment (FBA)

Standardized Instruments for Assessing Problem Behaviors

Behavior Assessment System for Children, Second Edition

Child Behavior Checklist System

Conners' Rating Scales-Revised



16. Implementing Program Evaluation.



Introduction to Program Evaluation

When Does Program Evaluation Happen?

Formative Evaluation

Summative Evaluation

Program Evaluation and Special Education Services

Planning an Evaluation of a Specific Student's Program

Responding to Diversity

Planning an Evaluation of a Program

Identifying the Focus

Developing a Needs Assessment Questionnaire

Identifying the Informants

Collecting Information

Costs Involved

Designing and Conducting Evaluations

Participating in an Evaluation of Your Program by Others



17. Involving Families.



Understanding More About Families

Responding to Diversity

Aspirations

Assistance

Authority of the School

Child Rearing

Communication

Disability

Legal Status

Literacy and Language

Medical Practices

Meetings and Support Groups

Parental Roles

Transient Status

Federal Legislation and the Role of Parents

Guaranteed Rights

The Assessment Process for Families of Young Children

Initial Questions and Decisions

Screening Questions and Decision for Families

How Parents of Children and Youth Are Involved in the Assessment Process

Prereferral Model: Addressing Parent Questions and Concerns

Screening Questions and Decisions

Referral and Decisions for the Team

Eligibility Questions and Decisions

Questions and Decisions in Planning Services

Questions and Decisions in Monitoring Services

Questions and Decisions in Evaluating Services

Techniques for Listening to and Understanding Parent Perspectives

Interviews

Family Stories

Planning Parent Conferences







18. Assessment of Young Children.



Screening

Choosing Appropriate Screening Instruments

Limitations of Screening

Comprehensive Developmental Assessment

Developmental Assessment and Theories of Child Development

Choosing Appropriate Developmental Assessment Instruments

Concerns Regarding the Assessment of Young Children

Linking Assessment with Early Childhood Activities

Working with Families

Transition and Assessment



19. Youth in Transition.



Legal Requirements

Transition Assessment

Purposes of Transition Assessment

Involving Families

Person-centered Planning

Self-Determination Skills

Assessment Instruments

Reading-Free Vocational Interest Inventory-2

Adaptive Behavior and Life Skills

Work Samples

Connecting Assessment with Instruction

Curriculum-Based Vocational Assessment

Performance-Based Assessment