Assessment In Special and Inclusive Education, 10/e, ©2007
John Salvia , The Pennsylvania State University
James E. Ysseldyke , University of Minnesota
Sara Bolt , Michigan State University


Price: $117.56

Contents
Each chapter concludes with a Summary, Questions for Chapter Review, a Project, and Resources for Further Investigation.

I. Assessment: An Overview
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
Assessing Learners
Assessment Concerns
3. Legal and Ethical Considerations in Assessment
Laws
Ethical Considerations
Pupil Records: Collection, Maintenance, and Dissemination
II. Basic Concepts of Measurement
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
Standard Error of Measurement
Estimated True Scores
Confidence Intervals
Difference Scores
Desirable Standards
8. Validity
Methods of Validating Test Inferences
Factors Affective General Validity
Responsibility for Valid Assessment
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
Other Considerations in Testing Students with Limited English Proficiency
III. Assessment in Classrooms
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-Referenced Tests
Portfolio Assessment
Issues and Concerns to be Resolved
Improving Portfolio-Assessment Practices
Concluding Comments
IV. Assessment Using Formal Measures
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
Dilemmas in Current Practice
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
Getting the Most out of an Achievement Test
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
V. Decision Making
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
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
Epilogue The Evolution of Assessment Practice: Where Are We Headed?
Assessment as a Dynamic and Dynamite Practice
Expansion of Assessment Practices
Increased Focus on Prevention and Early Identification
The Significant Push for Accountability
Standards for All and All for Standards
Diversity and Limited English Proficiency (LEP): Being Responsive and Responsible
The Promise of the Problem-Solving Model
Thinking About Assessment Practice