About A Practical Approach to Special Education for Every Teacher
About the Authors
Introduction to Effective Assessment for Students With Special Needs
1. What Should Every Teacher Know About Assessment for Decision-Making Purposes?
Decisions to Provide Special Help or Enrichment
Referral to an Intervention Assistance Team
Decisions to Provide Intervention Assistance
Decisions to Refer for Evaluation
Decisions About Special Learning Needs
Decisions About Eligibility or Entitlement
Instructional Planning Decisions
Progress Evaluation Decisions
Program Evaluation Decisions
2. What Are the Most Common Assessment Practices?
Assessment of Instructional Environments
3. How Is Assessment Data Collected?
Methods for Collecting Data
4. Which Methods of Assessment Should Be Use to Sample Certain Behaviors and Abilities?
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?
7. What Are the Assumptions Underlying Assessment Practices?
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?
Answer Key for Self-Assessments