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Effective Assessment for Students With Special Needs

Effective Assessment for Students With Special Needs
A Practical Guide for Every Teacher

May 2006 | 144 pages | Corwin
When determining whether or not a student should receive special education services, what the specific nature of the student's instruction should be, or the extent to which a student is making educational progress, it is critical to know not only what sort of assessment method is most appropriate, but how, when, and where it should be administered.

Including a pre-test, post-test, and key vocabulary terms, Effective Assessment for Students With Special Needs helps educators make these weighty decisions with highly practical information such as:

o Formal and informal methods of data collection

o When to use various assessment practices and what they can show an evaluator

o Standards for conducting assessments to ensure accuracy

o Using data to make decisions about the education of students with disabilities and those who are gifted and talented

About A Practical Approach to Special Education for Every Teacher
About the Authors
Self-Assessment I
Introduction to Effective Assessment for Students With Special Needs
1. What Should Every Teacher Know About Assessment for Decision-Making Purposes?
Screening Decisions

Decisions to Provide Special Help or Enrichment

Referral to an Intervention Assistance Team

Decisions to Provide Intervention Assistance

Decisions to Refer for Evaluation

Exceptionality Decisions

Decisions About Special Learning Needs

Decisions About Eligibility or Entitlement

Instructional Planning Decisions

Progress Evaluation Decisions

Program Evaluation Decisions

Accountability Decisions

2. What Are the Most Common Assessment Practices?
Curriculum-Based Assessment

Curriculum-Based Measurement

Instructional Diagnosis

Academic Time Analysis

Assessment of Instructional Environments

Outcomes-Based Accountability

Performance Assessment

3. How Is Assessment Data Collected?
Methods for Collecting Data




Work Portfolios

4. Which Methods of Assessment Should Be Use to Sample Certain Behaviors and Abilities?
Intellectual Ability

Academic Achievement

Sensory Acuity

Adaptive Behavior

Language Development

Psychological Development

Perceptual-Motor Development

5. What Standards Must Be Met To Ensure the Accuracy of an Assessment?
Reliability: Is Performance Consistent?

Representativeness: Does the Instrument Adequately Sample the Behavior?

Validity: Does a Procedure Measure What it is Supposed to Measure?

6. What Concerns Do Parents, Students, and the General Public Have About Assessments?
Test Fairness



7. What Are the Assumptions Underlying Assessment Practices?
The Examiner is Skilled

Future Behavior Can Be Inferred From Present Behavior

Assessment Is Relatively Free From Error

Students Have Comparable Acculturation

8. What Guidelines Should Be Followed for Appropriate Assessment?
There Is No One Way To Do It Right

There Is No One Cause of School Problems

Assessment Must Do More Than Describe Problems

Assessment Must Be Directed At Improving Instruction

Assessment Should Occur Often During Teaching

Assessment Should Concentrate on Relevant Variables

Assessment Should Occur Where The Behavior Occurs

Tests Should Be Adapted To Accommodate Students

9. Assessment in Perspective
Assessment in the Classroom

The Effects of Assessment

10. What Have We Learned?
Key Points

Key Vocabulary

Self-Assessment II

Answer Key for Self-Assessments

On Your Own


Journals & Articles



Sample Materials & Chapters

About the Series


Chapter 1

For instructors

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ISBN: 9781412938969
ISBN: 9781412939430