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" Classroom assessment for students in special and general education / "
Cathleen G. Spinelli.
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BL
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| Record Number
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872981
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| Main Entry
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Spinelli, Cathleen G.,1951-
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| Title & Author
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Classroom assessment for students in special and general education /\ Cathleen G. Spinelli.
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| Edition Statement
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3rd ed.
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| Publication Statement
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Upper Saddle River, N.J. :: Pearson,, ©2012.
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| Page. NO
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xix, 500 pages :: illustrations ;; 26 cm
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| ISBN
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0137050135
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: 9780137050130
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| Bibliographies/Indexes
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Includes bibliographical references and indexes.
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| Contents
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Chapter 8: Mathematical assessment: -- Introduction to mathematical assessment -- Section 1: Mathematical procedures: -- Interviews: Teachers, parents, and students -- Analysis of math work samples -- Observation during math activities -- Student self-assessment -- Peer assessment -- Section 2: Assessment of common mathematical problem areas: -- Mathematical language assessment -- Cultural and language differences -- Cognitive factors -- Attitudes toward math and emotional factors -- Ineffective instruction -- Poor abstract or symbolic thinking -- Poor reading skills -- Failure to use common sense in mathematics -- Information processing problems -- Section 3: Mathematical assessment measures: -- Mathematics curriculum-based measurement -- Curriculum-based math probes -- Graphing math probe results -- Mathematical error analysis -- Common calculation errors made by elementary students: -- Oral math interview -- Task analysis -- Checklists -- Math inventory -- Mathematical journal writing -- Performance-based assessment -- Math portfolio -- Life consumer skills -- Section 4: Mathematical scoring-rating procedures: -- Mathematical holistic and analytic scoring rubrics -- Mathematical rating scales -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 8 -- Chapter 9: Content area and related arts assessment: -- Introduction to content area subjects: science and social studies -- Section 1: Process of content area assessment: -- Evaluating instruction in relation to student needs -- Section 2: Content area subject assessment procedures: -- Observation and interview in the content area -- Student self-assessment reflection -- Peer assessment -- Learning logs and journals -- Section 3: Content area subject assessment measures: -- Performance-based assessment -- Content area subject curriculum-based measures -- Drawing mental models -- Concept map assessment -- Content area oral interview -- Content area subject portfolio assessment -- Checklist for content area subjects -- Section 4: Textbook evaluation -- Section 5: Related arts: assessment process: -- Arts education -- Computer and library research education -- Physical education: related arts subject -- Adaptive physical education: special service -- Section 6: Related arts assessment procedures: -- Cognitive assessment of performance skills -- Performance assessment -- Self- and peer assessment activities -- Portfolio assessment -- Related arts journals or activity logs -- Observations and interviews in related arts activities -- Motor skills screening tests -- Section 7: Content area and related arts scoring and grading measures -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 9.
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Part 1: Overview Of The RTI And Special Education Process: -- Chapter 1: Early intervening services: response to intervention -- Introduction to early intervention -- Decision to assess -- Section 1: Early intervening services: -- Early intervening services process -- Early intervening services team membership and roles -- Collaboration: essential component of the early intervening services team -- Section 2: Screening process: -- Considerations when selecting an EIS screening assessment -- Screening assessment procedures -- Individual screening procedures -- Group screening procedures -- Preschool and kindergarten screening for students "at risk" -- Section 3: RTI -- Section 4: Implementation of RTI: -- Tier 1 -- Tier 1: Plan of action -- Tier 2 -- Tier 2: Plan of action -- Tier 3 -- Tier 3: Plan of action -- Steps beyond early intervening services and RTI -- Section 5: Section 504 of the Rehabilitation Act: -- Qualifying conditions for Section 504 -- Section 504 vs IDEA -- Section 504 services and accommodations -- Protections according to Section 504 -- Section 6: Progress monitoring: -- Benefits of progress monitoring -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 1 -- Chapter 2: Special education process: assessment for referral, classification, placement, and programming: -- Introduction to the special education process -- Section 1: Referral process: -- Initiating the referral process -- Referral requests and denials -- Gathering information for the referral -- Section 2: Preliminary data collection process: -- Collecting student progress information -- Initiation of the evaluation process -- Section 3: Evaluation plan: -- Collaborative planning for assessment -- Section 4: Multidisciplinary evaluation team: -- Membership and role of the multidisciplinary team -- Section 5: Role of the parent in the referral process: -- Parental safeguards and protections -- Parents' right to know -- Section 6: Evaluation process: -- IDEA requirements for eligibility evaluation -- Section 7: Classification eligibility: -- Eligibility decision -- Classification criteria -- Eligibility decision conflicts -- Section 8: IEP development: -- IEP team -- Information required in the IEP -- Coordinating assessment results in IEP development -- Section 9: Placement and service determination process: -- Placement determination -- Related services determination -- Assistive technology services and devices -- Section 10: Program review process: -- Evaluating progress -- Annual review -- Reevaluation -- Section 11: Mediation and due process -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 2.
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Part 2: Types Of Assessment: -- Chapter 3: Standardized assessment: types, scores, and accommodations: -- Introduction to standardized assessment -- Section 1: Types of formal assessments: -- Tests of aptitude -- Tests of achievement -- Norm-referenced tests -- Criterion-referenced tests -- Section 2: Choosing the type of test to use: -- Determining which type of test is appropriate -- Determining how testing should be administered -- Determining whether to use norm-referenced or criterion-referenced tests -- Section 3: Administering standardized tests: -- Preparing for testing -- Determining exact chronological age -- Test environment -- Prompts and questioning -- Evaluating test behavior -- Administering the test -- Section 4: Scoring and interpreting standardized tests: -- Raw score -- Correct/incorrect possible score -- Standard score -- Stanine -- Percentiles -- Standard error of measurement -- Confidence interval -- Grade- and age-equivalent score -- Section 5: Technology-computerized assessments: -- Pros and cons of using technology in assessments -- Assessment computer systems -- Section 6: Writing and reporting test results: -- Writing test reports -- Reporting test results -- Section 7: Accommodations for testing: -- Variations among states and districts -- Guidelines for providing accommodations -- Categories of accommodations -- Section 8: Matching accommodations to student need: -- Correlating accommodations with specific learning characteristics -- Section 9: Universal design for assessment: -- Purposes for using universal design for assessment -- Section 10: Alternate assessments: -- Measurement procedures -- Criteria for alternate assessments -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 3 -- Chapter 4: Informal assessment: selecting, scoring, and preliminary data collection: -- Introduction to informal assessment -- Section 1: Informal vs formal assessment -- Section 2: Authentic assessment measures: -- Informal (nontraditional) assessments -- Authentic assessments -- Section 3: Preliminary assessment: interviewing: -- Interview process -- Teacher interview -- Parent interview -- Student interview -- Section 4: Preliminary assessment: record and work-sample review: -- Record review -- Work-sample analyses -- Section 5: Preliminary assessment: observations: -- Observation process -- Student observations -- Systematic observation -- Observations in group settings -- Observations during the testing session -- Characteristics of visual and auditory acuity to observe -- Visual and auditory processing or perceptual problems -- Analysis of the classroom environment -- Section 6: Types of informal measures: achievement: -- Criterion-referenced assessments -- Task analysis -- Dynamic assessments -- Curriculum-based measurements -- Section 7: Types of informal scoring procedures: -- Rubrics -- Analytic scoring -- Holistic scoring -- Selecting existing rubrics -- Adapting existing rubrics -- Rating scales -- Anchor papers -- Section 8: Planning, constructing, and administrating scoring procedures: -- How and why to use a rubric -- Components of rubrics -- Constructing a rubric -- Rubric scoring -- Section 9: Grading and progress reporting to parents: -- Special education law mandates -- Monitoring, graphing, and reporting academic progress -- Coordinating portfolio criteria with grading standards -- Progress reporting systems -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 4.
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Part 3: Basic Skills And Content-Subject Assessment: -- Chapter 5: Language assessment: oral and English language learner/bilingual: -- Introduction to speech and oral language assessment -- Section 1: Speech and language disorders: -- Determining typical language development -- Distinguishing between typical and atypical oral language -- Indicators of a language-learning disorder -- Section 2: Speech assessment: -- Types of speech disorders -- Section 3: Language assessment: -- Receptive and expressive language assessment -- Assessing language samples -- Testing rapid automatized naming -- Assessing language content, form, and use -- Section 4: Assessment of students with cultural or linguistic diversity: -- IDEA requirements for assessing CLD students -- Assessment issues: language disorders vs differences -- Identifying the second-language-acquisition phenomena -- Distinguishing between social and academic language proficiency -- Assessing language proficiency -- Section 5: English language learner and bilingual assessment: -- Traditional CLD assessment measures -- Informal authentic assessment measures -- Parental contribution to the assessment process -- Observational assessment procedures -- Types of authentic assessments -- Criteria for evaluators of ELLs and bilingual students -- Issues to consider when making test accommodations for students with CLD -- Adaptations to test administration and test accommodations for students with CLD -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 5 -- Chapter 6: Reading assessment: -- Introduction to reading assessment -- Teachers as evaluators -- Formal vs informal reading assessments -- Section 1: Emergent literacy assessment: -- Oral language -- Phonemic awareness -- Print awareness -- Knowledge of the alphabet -- Section 2: Phonics assessment -- Phonetic analysis -- Structural analysis -- Section 3: Vocabulary assessment: -- Word meaning -- Word recognition -- Oral reading -- Reading error pattern analysis -- Section 4: Reading fluency assessment: -- Reading fluency -- Section 5: Reading comprehension assessment: -- Components of reading comprehension -- Interest inventory -- Explicit, implicit, and critical comprehension -- Cloze procedure -- Maze procedure -- Think-aloud procedure -- Retell procedure -- Metacognition -- Section 6: General reading assessment measures: -- Portfolio assessment -- Informal reading inventory -- Readability graph -- Curriculum-based measurement -- Performance-based assessment -- Summary points -- Practical application assessment assignments -- Council for exceptional children professional standards-Chapter 6 -- Chapter 7: Written language assessment: -- Introduction to written language -- Section 1: Written language assessment procedures: -- Interest inventory -- Analyzing the classroom writing environment -- Section 2: Written expression assessment: -- Assessing the writing process -- Written expression error analysis -- Portfolio assessment of written expression -- Written expression curriculum-based measurement -- Performance-based assessment -- Section 3: Spelling assessment: -- Spelling error analysis -- Dictated spelling tests -- Informal spelling inventory -- Cloze procedure -- Spelling curriculum-based measurement assessment -- Performance spelling assessment -- Phonemic awareness spelling assessment -- Inventory of word knowledge -- Spelling word test: flow list -- Section 4: Handwriting assessment: -- Handwriting sample assessment -- Curriculum-based measurement: handwriting probes -- Handwriting error analysis -- Error analysis procedure -- Zaner-Bloser Evaluation Scale -- Section 5: Written language scoring-rating methods: -- Holistic scoring -- Analytic scoring -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 7.
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Part 4: Special Focus Assessment: -- Chapter 10: Emotional, social, and behavioral education assessment: -- Introduction to emotional, social, and behavioral assessment -- Section 1: Emotional and behavioral disorders -- Section 2: Behavioral analysis procedures -- Section 3: General and direct observations and interview procedures: -- General observations -- Section 4: Types of direct observations: -- Event recording -- Duration recording -- Latency recording -- Interval recording -- Anecdotal records -- Interviews -- Section 5: Functional behavioral assessment: -- Categories of functional assessment -- Section 6: Social skills assessment: -- Social skills development -- Sociograms -- Rating scales -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 10 -- Chapter 11: Study skills assessment and test-taking skills: -- Introduction to study and test-taking skill assessment: -- Section 1: Work-study skill assessment strategies: -- Listening skills: attention -- Retention and recall: memory skills -- Time management and organizational skills -- Metacognitive reflection -- Note taking -- Research skills -- Contract system -- Section 2: Factors influencing test-taking performance: -- Test preparation -- Test anxiety -- Attitude and motivational factors -- Appropriate accommodations -- Section 3: Test-taking skill techniques: -- Helping students to become "test wise" -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 11 -- Chapter 12: Transition assessment: across the ages: -- Introduction to transition assessment from early childhood to postsecondary school: -- Critical transition points -- Transition planning -- Section 1: Transition legislation: -- Early childhood transition legislation -- Secondary-level transition legislation -- Comprehensive data collection -- Section 2: Transition from preschool to the primary grades: -- Early childhood assessment -- Components of early childhood assessment -- Developmental assessment -- Section 3: Transition during the middle years: elementary to middle to high school: -- Transition from elementary to middle school -- Transition from middle to high school -- Section 4: Transition from special education to general education and from hospital/home to school: -- Transition from special to regular education -- Transition from hospital/rehabilitation/home to school -- Section 5: Secondary to postsecondary transition: -- From assessment to transition planning -- Components of secondary transitions -- Reasonable accommodations for postsecondary settings -- Section 6: Secondary-level assessment process -- Section 7: Assessments at critical transition points: preschool to elementary school: -- Early childhood standardized tests -- Preschool to elementary school informal assessment procedures -- Observational assessment -- Play-based assessment -- Arena assessment -- Self-evaluation -- Portfolios -- Curriculum-based assessment -- Specific skill checklists -- Videotape, audiotape, and photographic recordings -- Section 8: Assessments at the critical transition points: middle to secondary school years: -- Person-centered planning -- Situational assessment -- Interview process -- Career assessment -- Work-sample analysis -- Self-determination assessment -- Checklists and rating scales -- Performance assessment -- Vocational/career-related portfolios -- Curriculum-based vocational assessment -- Summary points -- Practical application assessment activities -- Council for exceptional children professional standards-Chapter 12 -- References -- Name index -- Subject index.
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| Abstract
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Overview: The focus of this best-selling special education assessment book is on providing special and general educators with a variety of assessment procedures and directions on how to construct, administer, score, interpret, graph, monitor, write, and report assessment results. From this book, readers will come away knowing the latest in authentic, curriculum, and performance-based assessment measures with direct connections to instruction, IEP development, and reporting to parents; and new focuses on progress monitoring, Response to Intervention (RTI) and on the practical application of assessment results. Future educators will gain the pertinent skills necessary to effectively use assessment, particularly informal assessment, in understanding the needs of the whole student in today's general and special education classrooms. With a fresh, new four-part structure, (Overview of the RTI and Special Education Process; Types of Assessment; Basic Skills and Content-Subject Assessment; and Special Focus Assessment), and thorough updates and revisions in every chapter, once again Spinelli's text proves its worth in being one of the top-selling texts on assessment in special education, preparing today's educators to instruct and assess diverse students in every type of classroom.
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| Subject
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Children with disabilities-- Education-- United States-- Evaluation.
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Educational tests and measurements-- United States.
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Inclusive education-- United States-- Evaluation.
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Children with disabilities-- Education-- Evaluation.
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Educational tests and measurements.
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Inclusive education-- Evaluation.
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United States.
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| Dewey Classification
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371.9/046
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| LC Classification
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LC4031.S745 2012
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