Effective Assessment of Students

Description

Situated in a Response-to-Intervention framework, this textbook presents an overview of research-based assessment techniques for both general and special educators who work with students struggling with academic and behavioral difficulties. While covering a wide range of standardized, informal, alternative, ecological, and curriculum-based assessments, this book focuses on three core elements of the Response-to-Intervention approach: an emphasis on student outcomes, systematic and data-based decision making, and teamwork.

For educational assessment courses designed both for general educators and special educations.

Research-based assessment techniques presented in a Response-to-Intervention framework.

Situated in a Response-to-Intervention framework, this textbook presents an overview of research-based assessment techniques for both general and special educators who work with students struggling with academic and behavioral difficulties. While covering a wide range of standardized, informal, alternative, ecological, and curriculum-based assessments, this book focuses on three core elements of the Response-to-Intervention approach: an emphasis on student outcomes, systematic and data-based decision making, and teamwork

Chapter 1: Introduction to the Response-to-Intervention Framework for Assessment

What is Response-to-Intervention?………………………………………………………………………………………………….

The RTI Pyramid……………………………………………………………………………………………………………………………………..

History and Context for Response to Intervention……………………………………………………………………

Legal Mandates for RTI………………………………………………………………………………………………………………………

Models of RTI…………………………………………………………………………………………………………………………………………

How does RTI Impact General and Special Education?……………………………………………………………….

The Strengths and Challenges of RTI………………………………………………………………………………………………

Essential Elements of the Response to Intervention Approach Used in this Text………………

End of Chapter Questions……………………………………………………………………………………………………………………

References………………………………………………………………………………………………………………………………………………

Chapter 2: Assessment in Special Education

CEC Standards……………………………………………………………………………………………………………………………………….

The Special Education Assessment Process…………………………………………………………………………………….

Types of Educational Assessments……………………………………………………………………………………………………

Selecting the Right Tool for Determining Responsiveness to Instruction……………………………

A Collaborative Team Approach……………………………………………………………………………………………………..

End of Chapter Questions……………………………………………………………………………………………………………………

References………………………………………………………………………………………………………………………………………………

Chapter 3: Legal and Ethical Issues in Assessment

CEC Standards……………………………………………………………………………………………………………………………………….

Landmark Litigation in Special Education Impacting Assessment…………………………………………..

Special Education Legislation Impacting Assessment…………………………………………………………………

Other Important Federal Laws impacting Individuals with Disabilities:……………………………..

Ongoing Litigation in Assessment……………………………………………………………………………………………………..

Ethical Guidelines for Assessment……………………………………………………………………………………………………

Legal and Ethical Implications of an RTI Approach……………………………………………………………………

End of Chapter Questions……………………………………………………………………………………………………………………

References………………………………………………………………………………………………………………………………………………

Chapter 4: Traditional Norm-Referenced Testing

Introduction to basic measurement concepts………………………………………………………………………………

Types of Scores on Norm-Referenced Tests………………………………………………….

Technical Considerations in Selecting a Norm-Referenced Test …………………………………………….

Administration, scoring, and interpretation of Norm-Referenced Tests……………………………..

Communicating assessment findings…………………………………………………………………………………………………

End of Chapter Questions

References

Chapter 5: Alternative and Informal Assessments

The Need for Informal or Alternative Assessments……………………………………………………………………

Performance Assessments……………………………………………………………………………………………………………………

Curriculum-Based Measurement (CBM)……………………………………………………………………………………….

Portfolio Assessment…………………………………………………………………………………………………………………………..

Ecological Assessments……………………………………………………………………………………………………………………….

Alternative Assessment in an RTI Model……………………………………………………………………………………….

End of Chapter Questions

References

Chapter 6: Universal Design, Assessment Accommodations, and Alternate Assessments

Importance of Assessing All Students in Schools………………………………………………………………………..

Universal Design of Learning……………………………………………………………………………………………………………..

Using Assistive Technology for Assessment……………………………………………………………………………………

Assessment Accommodations……………………………………………………………………………………………………………..

Alternate Assessments……………………………………………………………………………………………………………………….

Universal Design and Assessment Accommodations in an RTI Framework……………………………..

End of Chapter Questions

References

Chapter 7: Cognitive Assessment

Why Assess Cognitive Functioning

Issues in Cognitive assessment

Variables affecting performance on intelligence tests

Commonly used cognitive assessment measures and techniques

Interpretation and use of cognitive assessment data

Using cognitive assessment data for making eligibility decisions

Using cognitive assessment data for instructional planning

Cognitive assessments in an rti framework

End of Chapter Questions

References

Chapter 8: Assessment of Behavior and Social-Emotional Functioning

The Importance of Social-Emotional-Behavioral Competence………………………………………………..

Areas Social-Emotional-Behavioral Competence……………………………………………………………………….

An RTI Framework in the Social-Emotional-Behavioral Domain…………………………………………….

The Social-Emotional-Behavioral RTI Model……………………………………………………………………………….

Guidelines for Accurate Assessment of Behavior and Social-Emotional Functioning in Diverse Students

Key Assessment Techniques Used in an RTI Approach…………………………………………………………………..

Other Social-Emotional-Behavioral AssessmentTtechniques………………………………………………….

End of Chapter Questions

References

Chapter 9: Assessment of Oral Language

The Structure and Components of Language………………………………………………………………………………..

Types of Speech and Language Disorders…………………………………………………………………………………………

Language Learning in an RTI Framework………………………………………………………………………………………..

Types of Language Assessments………………………………………………………………………………………………………….

Assessing Oral Language in ELLs…………………………………………………………………………………………………………

Assessing oral language in students with significant language delays………………………………..

End of Chapter Questions

References

Chapter 10: Career and Vocational Assessment

Importance of Transition Planning for students with disabilities………………………………………..

Self-Determination, Person-Centered Planning, and Family Involvement…………………………..

Assessing Future Planning Needs……………………………………………………………………………………………………….

Assessing Potential Environments……………………………………

How to Adopt an RTI Approach to Planning for Transition…………………………………………………….

End of Chapter Questions

References

Chapter 11 : Assessment of Reading

Essential Components of Reading……………………………………………………………………………………………………..

RTI and Reading — A Brief Summary of the Research……………………………………………………………………

Techniques for Reading Assessment and Progress Monitoring…………………………………………………..

End of Chapter Questions

References

Chapter 12: Assessment of Written Language and Spelling

Areas of Written Language……………………………………………………………………………………………………………….

An RTI Approach to Writing and Spelling Assessment……………………………………………………………….

Techniques for Spelling Assessment…………………………………………………………………………………………………

Norm-Referenced Tests of Written Language and Spelling and Their Role in an RTI Model

End of Chapter Questions

References

Chapter 13: Assessment of Mathematics

Mathematical Knowledge, Skills, and Dispositions……………………………………………………………………

An RTI Approach to Math Assessment…………………………………………………………………………………………….

Techniques for Math Assessment………………………………………………………………………………………………………

Student Attitudes Toward Math……………………………………………………………………………………………………

Math Assessment in Students with Language Difficulties………………………………………………………..

Norm-Referenced Math Tests and Their Role in an RTI Model…………………………………………………

End of Chapter Questions

References

Chapter 14: Assessment Issues in an RTI Approach

Assessment Issues in an RTI Framework……………………………………………………………………………………………

Decision Making in an RTI Model

Questions Related to the Implementation of RTI……………………………………………………………………….

Scaling up for Widespread Implementation………………………………………………………………………………….

End of Chapter Questions

References

Shireen Pavri, Ph.D., is Associate Dean of Graduate Studies and Research, and Professor of Special Education at California State University, Long Beach. With a focus on special education and school psychology, Dr. Pavri’s expertise and research interests are in the areas of effective assessment of students from culturally and linguistically diverse backgrounds, response to intervention models, and facilitating the social and emotional functioning of students with mild to moderate disabilities. She has assisted several school districts with implementing a Response to Intervention model. Dr. Pavri brings an international perspective to her work, having taught in cross-categorical and multilingual special education programs, and provided remedial and consultation services to students with learning disabilities and their families in Mumbai, India.

• Vignettes and reflection questions open each chapter, providing readers with a theoretical, philosophical, and  practical context for each chapter.
• Detailed instructions and concrete examples for how to conduct curriculum-based measurements, including instructions on scoring, graphing, and interpretation of CBMs provide instructors with clear and ready-to-use directions.
• A chapter on Universal Design of Assessment (Chapter 6) provides teachers to develop better assessments using information that is usually not properly covered in comparable assessment textbooks.
• A focus on assessing English learners (ELs) throughout the text help educators develop effective strategies for assessing culturally diverse students, such as English learners.
• Summary descriptions of key norm-referenced tests that are appropriate for use to assess content domain makes it easy for educators to select assessments that are appropriate for use with the target population.
• Activities about key assessment and measurement concepts encourage readers to apply what they have learned to practical scenarios and facilitate educators’ use of assessment data in classroom settings.
• CEC standards are highlighted at the beginning of each chapter, assisting students in organizing what they will be learning.
• Web-based resources are highlighted in text boxes throughout the text, featuring additional information, free assessment tools, and downloadable charts and checklists for educators wanting to learn more.

Additional information