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Chapters begin with “Overview,” “Chapter Objectives,” and “What Shapes Our Views,” contain “Snapshots,” and end with “Preferred Practices,” “Extending Learning,” and “References.” Table of Contents
Preface.
Chapter 1. Looking at Assessment.
Federal Mandates Regarding Assessment Practices.
Confidentiality and Informed Consent.
Assessment Questions, Purposes, and Approaches.
Assessment Steps and Purposes.
Preparing to Administer an Assessment Instrument.
Responding to Diversity.
Avoiding Assessment Bias.
Professional Standards and Ethical Considerations.
Chapter 2. Involving Families and Being Responsive to Diversity.
Responding to Diversity.
Federal Legislation and the Role of Parents.
The Assessment Process for Families of Young Children.
How Parents of Children and Youth Are Involved in the Assessment Process.
Techniques for Listening to and Understanding Parent Perspectives.
Chapter 3. Norms and Test Scores.
Standardized Tests.
Scales of Measurement.
Frequency Distribution and Normal Curve.
Measures of Central Tendency.
Types of Scores.
Scores of Relative Standing.
Basal and Ceiling Levels.
Standard Error of Measurement and Confidence Intervals.
Scoring Guidelines.
How Should Assessment Approaches Be Evaluated?
Chapter 4. Reliability and Validity.
Reliability.
Validity.
Participation of Students with Disabilities in State- and Districtwide Assessments.
Alternate Assessment.
Responding to Diversity: Fairness in Assessment.
Accommodations and Modifications for Students with Disabilities.
Chapter 5. Observation, Interview, and Conferencing Skills.
General Guidelines for Planning.
Observations.
Recording Methods.
Observing the student within the Classroom Environment.
Observing the Student: Responding to Diversity.
Sources of Error in Recording Observations.
Reliability of Direct Observations.
Calculating Interobserver Reliability.
Validity of Direct Observations.
Developing Informal Norms.
Interviewing.
Conferencing and Collaborating.
Chapter 6. Achievement: Overall Performance.
Responding to Diversity.
Standardized Instruments.
Published Achievement Tests.
Curriculum-Based Assessment.
Criterion-Referenced Tests.
Connecting Assessment with Instruction: Alternative Assessment.
Peer Assessment.
Report Card Grades as Measures of Achievement.
Observing the Student Within the Environment.
Chapter 7. Performance-Based Authentic and Portfolio Assessments.
Assessing Performance-Based Assessment.
Authentic Assessment.
Portfolio Assessment.
Exhibitions.
Responding to Diversity.
Developing Scoring Systems.
Ensuring Technical Adequacy.
Chapter 8. Reading.
Reading Theories.
Instructional Approaches.
Assessment Principles.
Standardized Instruments.
Concerns about Standardized Reading Tests.
Connecting Assessment with Instruction.
Observing the Student within the Environment.
Chapter 9. Written Language.
Assessment Questions, Purposes, and Approaches.
Standardized Tests of Written Language.
Concerns about Standardized Tests of Written Language.
Connecting assessment with Instruction.
Scoring.
Observing the Student within the Environment.
Chapter 10. Oral Language.
Understanding Speech and Language Disorders.
Responding to Diversity.
Speech and Language Assessment.
Assessment Questions, Purposes, and Approaches.
Standardized Tests of Oral Language.
Concerns about Standardized Tests of Oral Language.
Connecting Assessment with Instruction.
Observing the Student within the Environment.
Students with Severe Communication Disorders.
Chapter 11. Mathematics.
Evaluating Mathematical Power.
Responding to Diversity.
Standardized Instruments.
Connecting Assessment with Instruction.
Observing the Student within the Environment.
Chapter 12. Development of Young Children.
Screening.
Limitations of Screening.
Comprehensive Developmental.
Assessment.
What Shapes Our Views: Developmental Assessment.
Choosing Appropriate Developmental Assessment Instruments.
Concerns Regarding the Assessment of Young Children.
Linking Assessment with Early Childhood Activities.
Working with Families.
Transition and Assessment.
Assessing School Readiness.
Chapter 13. Cognitive Development.
Intelligence Tests as Samples of Behavior.
Responding to Diversity.
Standardized Instruments.
Chapter 14. Adaptive Skills.
Responding to Diversity.
Informants.
Maladaptive Behavior.
Standardized Instruments.
Chapter 15. Behavior in the Classroom.
Types of Problem Behaviors Observed in the Classroom.
What Shapes Our Views.
What Contributes to Problem Classroom Behaviors?
Responding to Diversity.
Classroom Behaviors within an Intervention Context.
Assessment Questions, Purposes, and Approaches.
Functional Behavioral Assessment.
Standardized Instruments for Assessing Problem Behaviors.
Chapter 16. Sensory and Motor Abilities.
Section Identifying and Assessing Students Who Are Blind or Who Have Visual Impairments.
Section 2 Identifying and Assessing Students Who Are Deaf or Who Have Hearing Impairments.
Section 3 Identifying and Assessing Students with Physical Disabilities.
Chapter 17. Youth in Transition with Debra Twitchell.
Legislation.
Transition Assessment.
Purposes of Transition Assessment.
Involving Families.
Person-Centered Planning.
Self-Determination Skills.
Published Instruments.
Work-Related Behaviors, Skills, and Aptitudes.
Vocational Interests.
Adaptive Behavior and Life Skills.
Work Samples.
Connecting Assessment with Instruction.
Chapter 18. Interpreting Tests and Writing Reports.
Responding to Diversity.
General Principles for Report Writing.
Types of Assessment Reports.
Comprehensive Assessment Reports.
Writing the Report.
Evaluating the Report.
Sharing Assessment Results with Others.
Chapter 19. Implementing Program Evaluation.
When Does Evaluation Happen?
What Shapes Our Views.
Planning an Evaluation of a Specific Student's Program.
Team.
Responding to Diversity.
Planning an Evaluation of a Program.
Issues in Designing and Conducting Evaluations.
Participating in an Evaluation of Your Program by Others.
Glossary.
Index.
Get Assessment of Children and Youth with Special Needs, 2nd Edition by Libby G. Cohen Loraine J. Spenciner
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