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The market-leading professional resource in the field, this text offers basic assessment information and a handbook of actual reviews of the tests most often administered in K-12 schools. Assessment is recognized for its honest and even-handed reviews of common standardized tests administered by assessment personnel in the areas of achievement, intelligence, language, math, and reading. The text also helps teachers and school psychological personnel become more informed consumers and users of these tests. Comprehensive coverage includes both standardized (formal) and classroom (informal) assessment, such as portfolio assessment, outcome-based assessment, observation, ecological assessment, and teacher-made tests.

Tabla de contenidos provista por Syndetics

• 1 Assessment of Students Testing Is One Part of Assessment Types of Decisions Making Assessment Decisions Assessment Domains Assessment and Society
• 2 Assessment Processes and Concerns The Process of Assessment Assessing Instruction Assessment Concerns
• 3 Legal and Ethical Considerations in Assessment Laws Ethical Considerations Pupil Records: Collection, Maintenance, and Dissemination
• 4 Descriptive Statistics Scales of Measurement Distributions Basic Notation Measures of Central Tendency Measures of Dispersion Correlation Causality
• 5 Quantification of Test Performance Scores Used in Norm-Referenced Assessment Scores Used in Criterion-Referenced Assessment A Word About Global Ratings
• 6 Norms Representatives Technical Considerations Using Norms Correctively Concluding Comment: Caveat Emptor
• 7 Reliability The Reliability Coefficient Factors Affecting Reliability Determining Which Reliability Method to Use
• 8 Validity Methods of Validating Test Inferences Factors Affective General Validity
• 9 Adapting Tests to Accommodate Students with Disabilities Why Be Concerned About Testing Adaptations The Twin Issues of Participation and Accommodation in Testing Factors Affecting Accurate Assessment Environmental Consideration Legal Consideration Recommendations for Making Participation Decisions Current Practice in Testing Accommodations Recommendations on Making Accommodation Decisions
• 10 Testing Students with Limited English Proficiency The Diversity of Students With Limited Proficiency in English Legal Protections in Testing Linguistic Considerations Alternative Ways to Test Students with Limited English Proficiency Making Entitlement Decisions without Testing
• 11 Assessing Behavior Through Observation Why Do Teachers Observe Behavior General Considerations Defining Behavior Sampling Behavior Targeting Behavior for Observation Conducting Systemic Observations Criteria for Evaluating Observed Performances
• 12 Assessing Instructional Ecology What Is Instructional Ecology? The Importance of Home-School Connections for Learning Factors that Contribute to Academic and Behavioral Problems in School Approaches to Gathering Data on Instructional Ecology
• 13 Teacher-Made Tests of Achievement Why Do Teachers Assess Achievement? Advantages of Teacher-Made Tests Testing Formats Used by Teachers Considerations in Preparing Tests Response Formats Assessment in Core Achievement Areas Potential Sources of Difficulty in the Use of Teacher Made Tests
• 14 Portfolio Assessment Addressing Criticisms of Norm-Related Tests Portfolio Assessment Issues and Concerns to be Resolved Improving Portfolio-Assessment Practices Concluding Comments
• 15 How to Evaluate a Test How Do We Review a Test? Making a summative Evaluation
• 16 Assessment of Intelligence: An Overview Intelligence Tests as Samples of Behavior The Effect of Pupil Characteristics on Assessment of Intelligence Behaviors Sampled by Intelligence Tests Factors Underlying Intelligence Test Behaviors Commonly Interpreted Factors on Intelligence Tests Assessment of Processing Deficits Dilemmas in Current Practice
• 17 Assessment of Intelligence: Individual Tests Why Do We Give Individual Intelligence Tests?Diagnostic Systems General Intelligence Tests Nonverbal Intelligence Tests Dilemmas in Current Practice
• 18 Assessment of Intelligence: Group Tests Why Do We Administer Group Intelligence Tests? Specific Group Tests of Intelligence
• 19 Assessment of Sensory Acuity Why Do We Assess Sensory Acuity Visual Difficulties Vision Screening and Assessment Hearing Difficulties Dilemmas in Current Practice
• 20 Assessment of Perceptual and Perceptual-Motor Skills Why Do We Assess Perceptual-Motor Skills? Specific Tests of Perceptual-Motor Skills Dilemmas in Current Practice
• 21 Assessment of Academic Achievement with Multiple-Skill Devices Considerations for Selecting a Test Why Do We Assess Academic Achievement? Specific Tests of Academic Achievement Dilemmas in Current Practice
• 22 Assessment of Reading Why Do We Assess Reading? The Ways in Which Reading is Taught Skills Assessed by Diagnostic Reading Tests Oral Reading Tests Diagnostic Reading Tests Measures of Reading Comprehension Criterion-Referenced Testing in Reading Dilemmas in Current Practice
• 23 Assessment of Mathematics Why Do We Assess Mathematics? Behaviors Sampled by Diagnostic Mathematics Tests Specific Diagnostic Mathematics Tests Dilemmas in Current Practice
• 24 Assessment of Language Terminology Why Assess Oral and Written Language Observing Language Behavior Oral-Language Tests Written-Language Tests Language Tests That Assess Both Written and Oral Language Dilemmas in Current Practice
• 25 Assessment of Infants, Toddlers, and Preschoolers Why Do We Assess Infants, Toddlers, and Preschoolers? Tests Used with Infants, Toddlers, and Preschoolers Dilemmas in Current Practice
• 26 Assessment of Social and Emotional Behavior Ways of Assessing Problem Behavior Why Do We Assess Problem Behavior? Specific Rating Scales of Social-Emotional Behavior Dilemmas in Current Practice
• 27 Assessment of Adaptive Behavior Defining Adaptive Behavior Assessing Adaptive Behavior Why Do We Assess Adaptive Behavior Specific Tests of Adaptive Behavior Dilemmas in Current Practice
• 28 Teacher Decision Making Decisions Prior to Referral Prereferral Decisions Decisions Made in Special Education
• 29 Making Entitlement Decisions Official Student Disabilities Entitlements Definitions of Disabilities under the IDEA Establishing Emotional Need for Special Education Determining that a Student is Disabled Determining Eligibility Problems in Determining Special Education Eligibility
• 30 Assessing Response to Instruction RTI Conceptualizations Fundamental Assumptions in Assessing Response to Instruction Measurement Concepts in RTI Models Dimensions of Assessment of RTI The Purposes of Assessing Response to Intervention Examples of RTI Assessment Models Issues and Considerations Technology-Enhanced Progress Monitoring Systems Concluding Comments
• 31 Making Accountability Decisions Legal Requirements Important Terminology It''s All About Meeting Standards Developing Standards-Based Accountability Systems Current State Assessment Practices Important Considerations in Assessment for the Purpose of Making Accountability Decisions Best Practices in High-Stakes Assessment and Accountability Technology-Enhanced Assessment and Accountability Systems