Ch. 1: Looking at assessment -- What shapes our views -- 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 -- Preferred practices -- Extending learning -- Ch. 2: Involving families and being response to diversity -- What shapes our views -- 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 -- preferred practices -- Extended learning -- Ch. 3: Norms and test scores -- Standardized tests -- Scales of measurement -- Frequency distribution and normal curve -- Measures of central tendency -- Types of scores -- Basal and ceiling levels -- Standard error of measurement and confidence intervals -- Scoring guidelines -- How should assessment approaches be evaluated? -- Preferred practices -- Ch. 4: Reliability and Validity -- What shapes our views -- Reliability -- Factors that influence reliability -- Validity -- Validity of test interpretations -- Participation of students with disabilities in state- and districtwide assessments -- Responding to diversity: fairness in assessment -- Accommodations and modifications for students with disabilities -- Ch. 5: Observation, interview, and conferencing skills -- General guidelines for planning observations -- Recording methods -- Observing the student withing 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 -- Ch. 6: Achievement: overall performance -- Standardized instruments -- Published achievement tests -- Curriculum-based assessment -- Criterion-referenced tests -- Connecting instruction with assessment: alternative assessment -- Self-assessment -- Peer assessment -- Report card grades as measures of achievement -- Observing the student within the environment -- Ch. 7: Performance-based, authentic, and portfolio assessments -- Performace-based assessment -- Authentic assessment -- Portfolio assessment -- Exhibitions -- Developing scoring systems -- Ensuring technical adequacy -- Ch. 8: Reading -- Reading theories -- Instructional approaches -- Assessment principles -- Concerns about standardized reading tests -- Connecting assessment with instruction -- Observing the student within the environment -- Ch. 9: Written Language -- Assessment questions, purposes, and approaches -- standardized tests of written language -- Concerns about standardized tests of written language -- Scoring -- Ch. 10: Oral Language -- Understanding speech and language disorders -- Speech and language assessment -- Assessment questions, purposes, and approaches -- Standardized tests for oral language -- Concerns about standardized tests for oral language -- Students with severe communication disorders -- Ch. 11: Mathematics -- Evaluating mathematical power -- Ch. 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 -- Ch. 13: Cognitive development -- Intelligence tests as samples of behavior -- Ch. 14: Adaptive skills -- Informants -- Maladaptive behavior -- Ch. 15: Behavior in the classro om -- Types of problem behaviors observed in the classroom -- What contributes to problem classroom behaviors? -- Classroom behaviors within an intervention context -- Functional behavioral assessment (FBA) -- Standardized instruments for assessing problem behaviors -- Ch. 16: Sensory and motor abilities -- Identifying and assessing students who are blind or who have visual impairments -- signals of visual problems -- Screening instruments -- Interpreting a visual report -- Assessments specific for students with visual impairments -- Identifying and assessing students who are deaf or who have hearing impairments -- Understanding hearing impairments -- Measuring hearing loss -- Categories of hearing impairments -- Assessments specific for students with hearing impairments -- Identifying and assessing students with physical disabilities -- Understanding difficulties and disabilities in motor development -- signals of motor difficulties -- Common assumptions concerning motor development -- Assessments specific for students with physical disabilities -- Assessment of academic and social skills -- Ch. 17: Youth in transition / Debra Twitchell -- Legislation -- Transition assessment -- Published instruments -- Connecting assessment with instruction -- Ch. 18: Interpreting tests and writing reports -- General principles for report writing -- types of assessment reports -- Comprehensive assessment reports -- Writing the report -- Evaluating the report -- Sharing assessment rituals with others -- Text software -- Ch. 19: Implementing program evaluation -- When does evaluation happen? -- Planning an evaluation of a specific student's program -- Planning an evaluation program -- Issues in designing and conducting evaluations -- Participating in an evaluation of your program by others.
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