Type:
Instructor Manual and Test Bank
Resource:
Assessing Students with Special Needs
Edition:
8th Edition
Author(s):
James A. McLoughlin Rena B. Lewis Effie P. Kritikos
Instructor’s Manual and Test Bank to accompany
Assessing Students with Special Needs Eighth Edition Effie P. Kritikos, Northeastern Illinois University James A. McLoughlin, Cleveland State University Rena B. Lewis, San Diego State University
Table of Contents Chapter 1: Special Education Assessment
1
Chapter 2: The Assessment Process
15
Chapter 3: Including Parents and Families in the Assessment Process
31
Chapter 4: Selection of Assessment Tools to Promote Fair Assessment
44
Chapter 5: Standardized Tests
59
Chapter 6: Classroom Assessment
75
Chapter 7: Intellectual Performance
93
Chapter 8: Adaptive Behavior
106
Chapter 9: Learning Disabilities
114
Chapter 10: Classroom Behavior and Behavioral Disorders
130
Chapter 11: Academic Achievement
145
Chapter 12: English Language Learners
162
Chapter 13: Reading
169
Chapter 14: Mathematics
185
Chapter 15: Writing and Oral Language
199
Chapter 16: Early Childhood Assessment
220
Chapter 17: Assessment for Transition and Planning
236
iii .
Chapter 1 Special Education Assessment OVERVIEW Special education assessment is an on-going, systematic process of gathering educationally relevant information to make important decisions about the provision of special education services. The need for assessment information is present throughout the entire process of special education service delivery. For example, in order to receive special education services, it must be determined if the student meets legal criteria for eligibility of special education services. Once found eligible for special education, an appropriate program and placement must be identified for the student. Assessment information is an integral part of making these types of decisions. The assessment tools currently available include a variety of standardized tests and also informal procedures. Depending upon the stated purpose of the assessment, some combinations of these techniques are used. In this textbook students with mild disabilities are the focus, although both formal and informal procedures and strategies can be used with all students. A team of professionals implements the assessment process with the special educator playing a central role. Educational assessment questions are used to structure the assessment process. That is, they guide the choice of assessment procedures and the ultimate use of the information that is gathered. OUTLINE I.
Definition of Assessment A. Basic considerations 1. Special education assessment is an ongoing process 2. Special education assessment is systematic 3.
B.
Special education assessment focuses on the collection of educationally relevant information 4. Special education assessment is purposeful 5. Special education assessment extends beyond the school years Assessment, testing, and diagnosis are not synonymous 1. Tests are one type of assessment technique 2. Assessment, in contrast to testing, is a much broader term 3. Diagnosis is a term borrowed from the medical profession 1 .
II.
Assessment Past and Present A. Influences on educational assessment practices 1. In the 1900’s assessment techniques were developed in part through the work of Binet and others 2. Controversy over the nature of intelligence 3. Work in other fields a. Medicine b. Anthropology c. Sociology 4.
B.
III.
IV.
After World War II, services for individuals with disabilities were expanded
a. Individual tests developed b. Abuses of assessment 5. PL 94-142 and PL 108-446 (IDEA 2004) 6. Trends within the fields of education and special education Status of educational assessment today 1. The challenge of appropriate procedures to assess culturally and linguistically diverse students 2. Assessing students across multiple environments
3. Assessment connected to academic standards 4. Implementation of the No Child Left Behind Initiative Four Purposes of Assessment A. Identification and referral 1. Screening 2. Prereferral strategies B. Determination of eligibility C. Program planning D. Program implementation and evaluation Types of Assessment Procedures A. Formal assessment strategies 1. Structured assessment procedures with specific guidelines for administration, scoring, and interpretation a. Norm-referenced tests 1)
Group administered tests a. Often penalize students with disabilities b. Commonly used in the general education environment 2
.