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This update of the 2003 text treats the role of assessment in recent US laws (e.g., the Individuals with Disabilities Education Act IDEA 2004, No Child Left Behind Act); and new/revised tests. In introducing practical and ethical assessment issues, Taylor (Florida Atlantic U.) traces historical events, philosophical movements, legislation, and lega

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• Preface(p. xiii)
• Part I Introduction to Assessment: Issues and Concerns(p. 1)
• 1 Assessment: Historical, Philosophical, and Legal Considerations(p. 3)
• Historical Events and Philosophical Movements(p. 4)
• Early Twentieth Century(p. 4)
• 1920s-1950s(p. 4)
• 1960s(p. 5)
• Early 1970s(p. 6)
• Late 1970s and Early 1980s(p. 6)
• Mid-1980s-Early 1990s(p. 6)
• Early 1990s-2000(p. 7)
• The New Millennium(p. 10)
• Relevant Assessment Litigation(p. 10)
• Hobson v. Hansen (1968)(p. 10)
• Diana v. State Board of Education (1970)(p. 11)
• Guadalupe v. Tempe (1972)(p. 11)
• Larry P. v. Riles (1971)(p. 11)
• PASE v. Hannon (1980)(p. 12)
• Marshall v. Georgia (1984)(p. 12)
• Jose P. v. Ambach (1983)(p. 12)
• Luke S. & Hans S. v. Nix et al. (1982)(p. 12)
• Gerstmyer v. Howard County Public Schools (1994)(p. 12)
• Relevant Legislation(p. 13)
• Public Law 94-142: Education for All Handicapped Children Act (EHA)(p. 13)
• Public Law 99-457: EHA Amendments of 1986(p. 14)
• Public Law 101-476: Individuals with Disabilities Education Act (IDEA)(p. 15)
• Public Law 101-336: Americans with Disabilities Act (ADA)(p. 15)
• Public Law 103-382: Improving America's Schools Act(p. 16)
• Public Law 107-110: No Child Left Behind Act(p. 16)
• Public Law 105-17: Reauthorization of the Individual with Disabilities Education Act (IDEA 97)(p. 18)
• Public Law 108-446: Reauthorization of the Individuals with Disabilities Education Act (IDEA 04)(p. 19)
• Summary(p. 27)
• 2 The Assessment Process: A Proposed Model(p. 28)
• Why Assess?(p. 28)
• Initial Identification (Screening)(p. 29)
• Determination and Evaluation of Teaching Programs and Strategies (Prereferral Assessment)(p. 29)
• Determination of Current Performance Level and Educational Need(p. 31)
• Decisions about Eligibility(p. 31)
• Development of the Individualized Education Program(p. 36)
• Decisions about Program Placement(p. 39)
• How Is the Process Initiated?(p. 41)
• What Procedures Should Be Used?(p. 42)
• Norm-Referenced Tests: Types of Scores, Scoring, and Interpretation(p. 43)
• Criterion-Referenced Tests and Curriculum-Based Assessment(p. 49)
• Power versus Speed Tests(p. 50)
• Individual versus Group Tests(p. 50)
• Other Assessment Procedures(p. 50)
• Who Should Assess?(p. 55)
• When Should Assessment Be Conducted?(p. 56)
• What Should Be Done with the Results?(p. 58)
• An Assessment Model(p. 58)
• Summary(p. 60)
• 3 Practical and Ethical Considerations(p. 61)
• Practical Considerations: Factors Affecting Test Results(p. 61)
• Factors Related to the Examine(p. 62)
• Factors Related to the Examiner and the Examiner-Examinee Relationship(p. 67)
• Factors Related to the Test(p. 74)
• Ethical Considerations(p. 83)
• Summary(p. 86)
• Part II Informal Procedures: Basic Tools for Teachers(p. 89)
• 4 Observational Assessment(p. 91)
• Student Observation-Informal Systems(p. 92)
• Goals of Observing Student Behavior(p. 93)
• Student Observation: A Model(p. 94)
• Student Observation-Formal Systems(p. 104)
• Observation of the Instructional Environment(p. 105)
• Functional Behavior Assessment(p. 107)
• Summary Matrix(p. 114)
• 5 Criterion-Referenced Testing and Curriculum-Based Assessment(p. 117)
• Criterion-Referenced Tests(p. 117)
• An Overview of Principles(p. 118)
• Development of Criterion-Referenced Tests: Procedures and Examples(p. 121)
• Curriculum-Based Assessment (CBA)(p. 127)
• Criterion-Referenced CBA (CR-CBA)(p. 128)
• Development of a Criterion-Referenced CBA Instrument: An Example(p. 129)
• Uses and Limitations of Criterion-Referenced CBA Instruments(p. 133)
• Curriculum-Based Measurement (CBM)(p. 133)
• Computer-Based CBM(p. 138)
• Uses and Limitations of CBM(p. 140)
• CR-CBA and CBM: An Integrated Model(p. 143)
• Summary Matrix(p. 145)
• 6 Portfolio Assessment and Other Alternative Procedures(p. 146)
• Performance Assessment(p. 149)
• Limitations(p. 150)
• Authentic Assessment(p. 152)
• Portfolio Assessment(p. 153)
• Purposes for Portfolio Assessment(p. 154)
• Portfolio Development: Procedures and Examples(p. 157)
• Advantages and Disadvantages of Portfolio Assessment(p. 167)
• Summary Matrix(p. 170)
• Part III Assessment of Abilities(p. 171)
• 7 Assessment of Intelligence(p. 173)
• Alternatives to Traditional Tests(p. 175)
• Learning Potential Assessment Strategy(p. 176)
• Learning Potential Assessment Device(p. 177)
• Paired-Associate Learning(p. 177)
• Chronometric Techniques(p. 177)
• Intelligence Tests: General Purpose and Description(p. 178)
• Detroit Tests of Learning Aptitude-4(p. 180)
• Stanford-Binet Intelligence Scale-Fifth Edition(p. 182)
• Wechsler Intelligence Scale for Children-Fourth Edition(p. 186)
• Additional Instruments(p. 189)
• Das-Naglieri Cognitive Assessment System(p. 190)
• Goodenough-Harris Drawing Test(p. 191)
• Kaufman Brief Intelligence Test-II(p. 191)
• McCarthy Scales of Children's Abilities(p. 192)
• Slosson Full-Range Intelligence Test(p. 192)
• Slosson Intelligence Test-Revised 3(p. 193)
• Summary Matrix(p. 195)
• 8 Assessment of Adaptive Behavior(p. 196)
• Adaptive Behavior Instruments(p. 199)
• Adaptive Behavior Inventory(p. 199)
• AAMR Adaptive Behavior Scale-Second Edition: Residential and Community Edition; School Edition(p. 201)
• Assessment of Adaptive Areas(p. 206)
• Scales of Independent Behavior-Revised(p. 209)
• Vineland Adaptive Behavior Scales(p. 212)
• Additional Adaptive Behavior Instruments(p. 217)
• Adaptive Behavior Assessment System-Second Edition(p. 217)
• Kaufman Functional Academic Skills Test(p. 217)
• Normative Adaptive Behavior Checklist(p. 218)
• Responsibility and Independence Scale for Adolescents(p. 218)
• Summary Matrix(p. 221)
• 9 Assessment of Behavioral and Emotional Status(p. 223)
• Behavior-Rating Scales(p. 225)
• Classroom/Home Behavior Instruments(p. 226)
• Behavior Rating Profile-2(p. 226)
• The Devereux Behavior Rating Scale-School Form(p. 229)
• Additional Classroom/Home Behavior Instruments(p. 232)
• Behavioral and Emotional Rating Scale(p. 232)
• Emotional or Behavior Disorder Scale-Revised(p. 233)
• Revised Behavior Problem Checklist(p. 233)
• Social Skills Instruments(p. 233)
• ADHD Instruments(p. 234)
• Attention Deficit Disorders Evaluation Scale-2(p. 236)
• ADD-H Comprehensive Teacher's Rating Scale (Second Edition)(p. 237)
• Attention Deficit/Hyperactivity Disorder Test(p. 237)
• Conners Rating Scales-Revised(p. 239)
• Diagnostic Assessment Scales for Attention Deficit/Hyperactivity Disorder(p. 238)
• Autism Instruments(p. 238)
• Autism Screening Instrument for Educational Planning-2(p. 239)
• Childhood Autism Rating Scale(p. 239)
• Gilliam Autism Rating Scale(p. 240)
• Measurement of Emotional Status(p. 241)
• Projective Methods(p. 241)
• Self-Concept Measures(p. 245)
• Inventories and Questionnaires(p. 247)
• Summary Matrix(p. 252)
• 10 Assessment of Oral Language(p. 253)
• Informal Assessment of Language Skills(p. 256)
• Eliciting the Sample(p. 257)
• Analyzing the Sample(p. 258)
• Formal Language Tests(p. 261)
• Comprehensive Receptive and Expressive Vocabulary Test-2(p. 259)
• Oral and Written Language Scales (Oral Scales)(p. 261)
• Peabody Picture Vocabulary Test-III(p. 263)
• Test of Adolescent and Adult Language-3(p. 265)
• Tests of Language Development-3(p. 268)
• Additional Oral Language Instruments(p. 270)
• Comprehensive Test of Phonological Processing(p. 270)
• Expressive Vocabulary Test(p. 271)
• Illinois Test of Psycholinguistic Abilities-3(p. 272)
• Test for Auditory Comprehension of Language-3(p. 272)
• Tests for Speech and Language Clinicians(p. 274)
• Clinical Evaluation of Language Fundamentals-4(p. 274)
• Comprehensive Assessment of Spoken Language(p. 274)
• Language Processing Test-Revised(p. 275)
• Test of Pragmatic Skills(p. 275)
• Test of Problem Solving-Revised(p. 276)
• Test of Word Finding-2(p. 276)
• Summary Matrix(p. 278)
• Part IV Assessment of Achievement(p. 281)
• 11 Assessment of General Achievement(p. 283)
• Norm-Referenced Tests (Group-Administered)(p. 285)
• Iowa Test of Basic Skills(p. 286)
• Metropolitan Achievement Tests-Eighth Edition(p. 286)
• Stanford Achievement Test Series-Tenth Edition(p. 289)
• Terra Nova-Second Edition(p. 289)
• Tests of Achievement and Proficiency(p. 288)
• Norm-Referenced Tests (Individually Administered)(p. 288)
• Diagnostic Achievement Battery-3(p. 289)
• Kaufman Test of Educational Achievement-II(p. 293)
• Wechsler Individual Achievement Test-II(p. 297)
• Additional Individually Administered Instruments(p. 301)
• Diagnostic Achievement Test for Adolescents-2(p. 301)
• Hammill Multiability Achievement Test(p. 302)
• Mini-Battery of Achievement(p. 302)
• Peabody Individual Achievement Test-Revised/Normative Update(p. 303)
• Wide Range Achievement Test-3(p. 304)
• Criterion-Referenced Instruments(p. 304)
• Multicomponent Instruments: The Brigance Inventories(p. 305)
• Multilevel Academic Survey Test-Curriculum Level(p. 311)
• Summary Matrix(p. 313)
• 12 Assessment of Reading(p. 315)
• Reading Assessment(p. 319)
• Informal Reading Assessment Procedures(p. 319)
• Informal Reading Inventories(p. 319)
• Other Informal Techniques(p. 322)
• Emergent Reading Tests(p. 329)
• Basic Early Assessment of Reading(p. 329)
• Early Reading Diagnostic Assessment-Second Edition(p. 329)
• Early Reading Success Indicator(p. 330)
• Pre-Reading Inventory of Phonological Awareness(p. 330)
• Diagnostic Reading Tests(p. 330)
• Stanford Diagnostic Reading Test-4(p. 331)
• Woodcock Reading Mastery Tests-Revised/Normative Update(p. 334)
• Other Diagnostic Reading Tests(p. 337)
• Gray Diagnostic Reading Test-Second Edition(p. 338)
• Test of Reading Comprehension-3(p. 338)
• WJ III Diagnostic Reading Battery(p. 338)
• Oral Reading Tests(p. 339)
• Gray Oral Reading Test-4(p. 339)
• Gilmore Oral Reading Test(p. 340)
• Summary Matrix(p. 342)
• 13 Assessment of Mathematics(p. 344)
• Informal Assessment(p. 347)
• Error Analysis(p. 348)
• Interviews(p. 352)
• Authentic Assessment(p. 353)
• Other Informal Approaches(p. 353)
• Diagnostic Mathematics Tests(p. 358)
• Key Math-Revised/Normative Update(p. 358)
• Stanford Diagnostic Mathematics Test-4(p. 361)
• Test of Mathematical Abilities-2(p. 363)
• Other Diagnostic Mathematics Tests(p. 365)
• Comprehensive Mathematical Abilities Test(p. 365)
• Test of Early Mathematics Ability-Third Edition(p. 365)
• Criterion-Referenced Mathematics Instruments(p. 365)
• Diagnostic Assessment of Computation Skills(p. 366)
• Mathematics Test Builder and Test Banks(p. 368)
• Summary Matrix(p. 372)
• 14 Assessment of Written Expression(p. 373)
• Informal Assessment(p. 377)
• Written Expression and Language Tests(p. 382)
• Oral and Written Language Scales (Written Expression Scale)(p. 383)
• Test of Written Expression(p. 384)
• Test of Written Language-3(p. 387)
• Additional Written Language Instruments(p. 390)
• Mather-Woodcock Group Writing Tests(p. 390)
• Test of Early Written Language-2(p. 391)
• Test of Handwriting Skills(p. 391)
• Test of Written English(p. 391)
• Writing Process Test(p. 392)
• Written Language Assessment(p. 392)
• Diagnostic Spelling Tests(p. 392)
• Test of Written Spelling-4(p. 393)
• SuperSpell Assessment Disk(p. 394)
• Summary Matrix(p. 400)
• Part V Special Assessment Considerations(p. 403)
• 15 Comprehensive Assessment Systems(p. 405)
• Cognitive/Achievement Assessment Systems(p. 407)
• The Kaufman Assessment Battery for Children-II(p. 407)
• Woodcock-Johnson-III(p. 410)
• Behavior Assessment Systems(p. 417)
• Achenbach System of Empirically Based Assessment(p. 417)
• Behavior Assessment System for Children-2(p. 421)
• Social Skills Rating System(p. 428)
• Summary Matrix(p. 434)
• 16 Early Childhood Assessment(p. 435)
• Important Components of Early Childhood Assessment(p. 436)
• Types of Early Childhood Assessment Procedures(p. 437)
• Team Assessment: A Collaborative Effort(p. 439)
• Natural Assessment Model(p. 440)
• Play-Based Assessment(p. 441)
• Screening Instruments(p. 442)
• AGS Early Screening Profiles(p. 442)
• Development Indicators for the Assessment of Learning-3(p. 447)
• Developmental Inventories (Norm-Referenced)(p. 449)
• Battelle Developmental Inventory-2(p. 449)
• Developmental Profile-II(p. 452)
• Readiness and Preacademic Instruments(p. 454)
• Boehm Test of Basic Concepts-3(p. 454)
• Bracken Basic Concept Scale-Revised(p. 455)
• Metropolitan Readiness Tests-Sixth Edition(p. 455)
• Developmental Inventories (Criterion-Referenced)(p. 456)
• Behavioral Characteristics Progression-Revised(p. 456)
• Brigance Inventory of Early Development-II(p. 457)
• Vulpe Assessment Battery-Revised(p. 459)
• Additional Developmental Inventories(p. 463)
• Assessment Log and Developmental Progress Chart-Infants(p. 463)
• Callier-Azusa Scale(p. 463)
• Summary Matrix(p. 465)
• 17 Vocational/Transitional Assessment(p. 467)
• Support for Transition Services(p. 470)
• Carl D. Perkins Vocational and Applied Technology Education Act(p. 471)
• Other Important Legislative Acts(p. 471)
• Guidelines for Establishing Transition Services: Importance of Vocational Assessment(p. 472)
• Other Important Considerations(p. 473)
• Developing Transition Goals for the IEP(p. 475)
• Informal Procedures(p. 476)
• Checklists and Rating Scales(p. 476)
• Work Samples(p. 478)
• Curriculum-Based Vocational Assessment(p. 479)
• Direct Observation and Ecological Assessment(p. 480)
• Portfolio Assessment(p. 487)
• Outcomes Assessment(p. 488)
• Interest and Aptitude Instruments(p. 490)
• Differential Aptitude Tests(p. 490)
• Job Observation and Behavior Scale(p. 491)
• Occupational Aptitude Survey and Interest Schedule-3(p. 492)
• Strong-Campbell Interest Inventory(p. 492)
• Vocational Preference Inventory-Revised(p. 493)
• Wide Range Interest-Opinion Test(p. 494)
• Summary Matrix(p. 496)
• Part VI Examples(p. 497)
• 18 Examples: Putting It All Together(p. 499)
• Case Study: Frank, a Student with Mild Disabilities(p. 499)
• Step 1 Initial Identification(p. 500)
• Step 2 Prereferral Assessment: Developing and Evaluating Teaching Programs and Strategies(p. 500)
• Step 3 Referral(p. 502)
• Step 4 Obtaining Parental Permission(p. 502)
• Step 5 Formal Assessment Procedures-The IEP Process(p. 502)
• Case Study: James, a Student with Severe Disabilities(p. 508)
• Step 1 Initial Identification(p. 509)
• Step 2 Referral(p. 509)
• Step 3 Obtaining Parental Permission(p. 509)
• Step 4 Formal Assessment Procedures-The IEP Process(p. 509)
• Summary(p. 513)
• Appendix A Process Instruments (Instruments Used for Measuring Processing Skills)(p. 514)
• Appendix B Instruments for Measuring Traumatic Brain Injury(p. 519)