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Table of Contents

Part 1: OVERVIEW AND BASIC CONSIDERATIONS. 1. Context for Assessment and Decision-Making. 2. Assessment and Decision-Making in Schools. 3. Legal and Ethical Considerations in Assessment. 4. Test Scores and How to Use Them. 5. Technical Adequacy. Part II: ASSESSMENT IN CLASSROOMS. 6. Assessing Behavior through Observation. 7. Teacher-Made Tests. 8. Curriculum-based Approaches to Monitoring Student Progress. 9. Managing Classroom Assessment. Part III: ASSESSMENT USING FORMAL MEASURES. 10. How to Evaluate a Test. (on website; preview in text). 11. Assessment of Academic Achievement. 12. Using Diagnostic Reading Measures. 13. Using Diagnostic Math Measures. 14. Using Oral and Written Language Measures. 15. Using Intelligence Tests. 16. Using Measures of Perceptual and Perceptual-Motor Skills. 17. Social and Emotional Behavior. 18. Adaptive (on website; preview in text). 19. Infants, Toddlers, Preschoolers (on website; preview in text). 20. Sensory Acuity (on website; preview in text). Part IV: SPECIAL CONSIDERATIONS IN ASSESSMENT. 21. Using Test Adaptations and Accommodations. 22. Cultural and Linguistic Considerations. 23. Using Technology-Enhanced Measures. 24. Response-to-Intervention and Multi-Tiered Systems of Support. 25. Using Portfolios in Assessment (on website; preview in text). Part V: USING ASSESSMENT RESULTS TO MAKE EDUCATIONAL DECISIONS. 26. Making Instructional Decisions. 27. Making Eligibility Decisions. 28. Making Accountability Decisions. 29. Collaborative Decision-Making.

About the Author

James E. Ysseldyke has been educating school psychologists and researchers for more than 35 years, and is now Professor Emeritus in the School Psychology Program at the University of Minnesota. He has advised and mentored more than 100 doctoral and Ed.S. students who have gone on to leadership positions in universities, school systems, government agencies, and research organizations. He has served the University of Minnesota as director of the Minnesota Institute for Research on Learning Disabilities, director of the National School Psychology Network, director of the National Center on Educational Outcomes, and associate dean for research. Dr. Ysseldyke's research and writing have focused on enhancing the competence of individual students and enhancing the capacity of systems to meet students' needs. He is an author of major textbooks and more than 300 journal articles. Dr. Ysseldyke has received awards for his research from the School Psychology Division of the American Psychological Association, the American Educational Research Association, and the Council for Exceptional Children. The University of Minnesota presented him a distinguished teaching award, and he received a distinguished alumni award from the University of Illinois. John Salvia is Professor Emeritus of Special Education at the Pennsylvania State University. Dr. Salvia is also the author of individual tests and numerous articles on the assessment of students with disabilities. His research focused on using assessment information to plan and evaluate educational programs and the impact of regular education reforms on assessment practices with exceptional students. Dr. Salvia remains interested in the extent to which students receive appropriate educational assessments. Sara Witmer (formerly Sara Bolt) is Associate Professor of School Psychology at Michigan State University. She teaches courses in psychological assessment and intervention to school psychology graduate students. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at risk for poor academic outcomes. Dr. Witmer also conducts research on accommodations for diverse learners, students with disabilities, and English language learners, and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.

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Part 1: OVERVIEW AND BASIC CONSIDERATIONS. 1. Context for Assessment and Decision-Making. 2. Assessment and Decision-Making in Schools. 3. Legal and Ethical Considerations in Assessment. 4. Test Scores and How to Use Them. 5. Technical Adequacy. Part II: ASSESSMENT IN CLASSROOMS. 6. Assessing Behavior through Observation. 7. Teacher-Made Tests. 8. Curriculum-based Approaches to Monitoring Student Progress. 9. Managing Classroom Assessment. Part III: ASSESSMENT USING FORMAL MEASURES. 10. How to Evaluate a Test. (on website; preview in text). 11. Assessment of Academic Achievement. 12. Using Diagnostic Reading Measures. 13. Using Diagnostic Math Measures. 14. Using Oral and Written Language Measures. 15. Using Intelligence Tests. 16. Using Measures of Perceptual and Perceptual-Motor Skills. 17. Social and Emotional Behavior. 18. Adaptive (on website; preview in text). 19. Infants, Toddlers, Preschoolers (on website; preview in text). 20. Sensory Acuity (on website; preview in text). Part IV: SPECIAL CONSIDERATIONS IN ASSESSMENT. 21. Using Test Adaptations and Accommodations. 22. Cultural and Linguistic Considerations. 23. Using Technology-Enhanced Measures. 24. Response-to-Intervention and Multi-Tiered Systems of Support. 25. Using Portfolios in Assessment (on website; preview in text). Part V: USING ASSESSMENT RESULTS TO MAKE EDUCATIONAL DECISIONS. 26. Making Instructional Decisions. 27. Making Eligibility Decisions. 28. Making Accountability Decisions. 29. Collaborative Decision-Making.

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