Classroom assessment for students in special and general education:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a]
Pearson
2012
|
| Ausgabe: | 3. Aufl. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIX, 500 S. Ill., graph. Darst. |
| ISBN: | 9780137050130 |
Internformat
MARC
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| 245 | 1 | 0 | |a Classroom assessment for students in special and general education |c Cathleen G. Spinelli |
| 250 | |a 3. Aufl. | ||
| 264 | 1 | |a Boston ; Munich [u.a] |b Pearson |c 2012 | |
| 300 | |a XIX, 500 S. |b Ill., graph. Darst. | ||
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| 650 | 4 | |a Children with disabilities / Education / United States / Evaluation | |
| 650 | 4 | |a Inclusive education / United States / Evaluation | |
| 650 | 4 | |a Educational tests and measurements / United States | |
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Datensatz im Suchindex
| _version_ | 1804143274135388160 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PART 1 CHAPTER 1
OVERVIEW OFTHE RTI AND SPECIAL EDUCATION PROCESS 1
EARLY INTERVENING SERVICES: RESPONSE TO INTERVENTION 3 INTRODUCTION TO
EARLY INTERVENTION 4
THE DECISION TO ASSESS 4
SECTION 1: EARLY INTERVENING SERVICES 5
THE EARLY INTERVENING SERVICES PROCESS 5 EARLY INTERVENING SERVICES
TEAM MEMBERSHIP AND ROLES 5 COLLABORATION: AN ESSENTIAL COMPONENT OF
THE EARLY INTERVENING
SERVICES TEAM 6
SECTION 2: THE SCREENING PROCESS 8
CONSIDERATIONS WHEN SELECTING AN EIS SCREENING ASSESSMENT 8 SCREENING
ASSESSMENT PROCEDURES 9 INDIVIDUAL SCREENING PROCEDURES 9 GROUP
SCREENING
PROCEDURES 9 PRESCHOOL AND KINDERGARTEN SCREENING FOR STUDENTS AT
RISK 10
SECTION 3: RTI 10
SECTION 4: IMPLEMENTATION OF RTI 11
TIER 1 12 TIER 1: PLAN OF ACTION 12
TIER 2 12 TIER 2: PLAN OF ACTION 13
TIER 3 13 TIER 3: PLAN OF ACTION 13 STEPS
BEYOND EARLY INTERVENING SERVICES AND RTI 14
SECTION 5: SECTION 504 OF THE REHABILITATION ACT 14
QUALIFYING CONDITIONS FOR SECTION 504 14 SECTION 504 VS. IDEA 15
SECTION 504 SERVICES AND ACCOMMODATIONS 15 PROTECTIONS ACCORDING TO
SECTION 504 16
SECTION 6: PROGRESS MONITORING 16
BENEFITS OF PROGRESS MONITORING 16
IMAGE 2
CONTENTS
SUMMARY POINTS 18
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 18 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS--CHAPTER 1 19
CHAPTER 2 THE SPECIAL EDUCATION PROCESS: ASSESSMENT
FOR REFERRAL, CLASSIFICATION, PLACEMENT, AND PROGRAMMING 21 INTRODUCTION
TO THE SPECIAL EDUCATION PROCESS 22
SEETION 1: THE REFERRAL PROCESS 22
INITIATING THE REFERRAL PROCESS 22 REFERRAL REQUESTS AND DENIALS 24
GATHERING INFORMATION FOR THE REFERRAL 26
SECTION 2: THE PRELIMINARY DATA COLLECTION PROCESS 26
COLLECTING STUDENT PROGRESS INFORMATION 26 INITIATION OF THE EVALUATION
PROCESS 27
SECTION 3: THE EVALUATION PLAN 27
COLLABORATIVE PLANNING FOR ASSESSMENT 27
SECTION 4: THE MULTIDISCIPLINARY EVALUATION TEAM 30
THE MEMBERSHIP AND ROLE OF THE MULTIDISCIPLINARY TEAM 30
SECTION 5: THE ROLE OF THE PARENT IN THE REFERRAL PROCESS 30
PARENTAL SAFEGUARDS AND PROTECTIONS 30 PARENTS RIGHT TO KNOW 30
SECTION 6: THE EVALUATION PROCESS 34
IDEA REQUIREMENTS FOR ELIGIBILITY EVALUATION 34
SECTION 7: CLASSIFICATION ELIGIBILITY 35
THE ELIGIBILITY DECISION 35 CLASSIFICATION CRITERIA 35 ELIGIBILITY
DECISION CONFIICTS 36
SECTION 8: IEP DEVELOPMENT 37
THE IEP TEAM 37 INFORMATION REQUIRED IN THE IEP 37 COORDINATING
ASSESSMENT RESULTS IN IEP DEVELOPMENT 41
SEETION 9: THE PLACEMENT AND SERVICE DETERMINATION PROCESS 42
PLACEMENT DETERMINATION 42 RELATED SERVICES DETERMINATION 43 ASSISTIVE
TECHNOLOGY SERVICES AND DEVICES 45
SECTION 10: THE PROGRAM REVIEW PROCESS 46
EVALUATING PROGRESS 46 THE ANNUAL REVIEW 46 REEVALUATION 47
SECTION 11: MEDIATION AND DUE PROCESS 48
SUMMARY POINTS 48
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 49 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS--CHAPTER 2 50
IMAGE 3
PART 2
CHAPTER3
TYPES OF ASSESSMENT 53
STANDARDIZED ASSESSMENT: TYPES, SCORES, AND ACCOMMODATIONS 55
INTRODUCTION TO STANDARDIZED ASSESSMENT 56
SEETION 1: TYPES OF FORMAL ASSESSMENTS 57
TESTS OF APTITUDE 57 TESTS OF ACHIEVEMENT 58
NORM-REFERENCED TESTS 58 CRITERION-REFERENCED TESTS 60
SEETION 2: CHOOSING THE TYPE OF TEST TO USE 61
DETERMINING WHICH TYPE OF TEST IS APPROPRIATE 61 * DETERMINING HOW
TESTING SHOULD BE ADMINISTERED 64 DETERMINING WHETHER TO USE
NORM-REFERENCED OR CRITERION-REFERENCED TESTS 65
SEETION 3: ADMINISTERING STANDARDIZED TESTS 66
PREPARING FOR TESTING 66 DETERMINING EXACT CHRONOLOGICAL AGE 67 THE
TEST ENVIRONMENT 67 PROMPTS AND
QUESTIONING 67 EVALUATING TEST BEHAVIOR 68 ADMINISTERING THE TEST 68
SEETION 4: SCORING AND INTERPRETING STANDARDIZED TESTS 69
RAW SCORE 70 CORRECTLLNCORRECT POSSIBLE SCORE 70 STANDARD SCORE 70
STANINE 70 PERCENTILES 71 * STANDARD
ERROR OF MEASUREMENT 72 CONFIDENCE INTERVAL 72 GRADE- AND
AGE-EQUIVALENT SCORE 72
SEETION 5: TECHNOLOGY--COMPUTERIZED ASSESSMENTS 73
PROS AND CONS OF USING TECHNOLOGY IN ASSESSMENTS 73 ASSESSMENT COMPUTER
SYSTEMS 73
SEETION 6: WRITING AND REPORTING TEST RESULTS 74
WRITING TEST REPORTS 74 REPORTING TEST RESULTS 74
SEETION 7: ACCOMMODATIONS FOR TESTING 77
VARIATIONS AMONG STATES AND DISTRICTS 77 GUIDELINES FOR PROVIDING
ACCOMMODATIONS 77 CATEGORIES OF ACCOMMODATIONS 78
SEETION 8: MATCHING ACCOMMODATIONS TO STUDENT NEED 82
CORRELATING ACCOMMODATIONS WITH SPECIFIC LEARNING CHARACTERISTICS 84
SEETION 9: UNIVERSAL DESIGN FOR ASSESSMENT 87
PURPOSES FOR USING UNIVERSAL DESIGN FOR ASSESSMENT 87
SEETION 10: ALTERNATE ASSESSMENTS 87
MEASUREMENT PROCEDURES 89 CRITERIA FOR ALTERNATE ASSESSMENTS 89
SUMMARY POINTS 90
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 93 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS--EHAPTER 3 94
IMAGE 4
118
121 *
CONTENTS
CHAPTER 4 INFORMAL ASSESSMENT: SELECTING, SCORING,
AND PRELIMINARY DATA COLLECTION 95 INTRODUCTION TO INFORMAL ASSESSMENT
96
SECTION 1: INFORMAL VS. FORMAL ASSESSMENT 96
SECTION 2: AUTHENTIE ASSESSMENT MEASURES 97
INFORMAL (NONTRADITIONAL) ASSESSMENTS 97 AUTHENTIE ASSESSMENTS 98
SEETION 3: PRELIMINARY ASSESSMENT: INTERVIEWING 101
THE INTERVIEW PROCESS 101 THE TEACHER INTERVIEW 101 THE PARENT
INTERVIEW 102 THE STUDENT INTERVIEW 104
SECTION 4: PRELIMINARY ASSESSMENT: RECORD AND WORK-SAMPLE REVIEW 107
RECORD REVIEW 107 WORK-SAMPLE ANALYSES 108
SEETION 5: PRELIMINARY ASSESSMENT: OBSERVATIONS 110
THE OBSERVATION PROCESS 110 STUDENT OBSERVATIONS 110 SYSTEMATIC
OBSERVATION 111 OBSERVATIONS IN GROUP SETTINGS 112 OBSERVATIONS DURING
THE TESTING SESSION 113 CHARACTERISTICS OF VISUAL AND AUDITORY ACUITY
TO OBSERVE 114
VISUAL AND AUDITORY PROCESSING OR PERCEPTUAL PROBLEMS 117 ANALYSIS OF
THE CLASSROOM ENVIRONMENT 117
SEETION 6: TYPES OF INFORMAL MEASURES: ACHIEVEMENT
CRITERION-REFERENCED ASSESSMENTS 118 TASK ANALYSIS DYNAMIE ASSESSMENTS
121 CURRICULUM-BASED MEASUREMENTS 122
SEETION 7: TYPES OF INFORMAL SCORING PROCEDURES 129
RUBRICS 129 ANALYTIC SCORING 131 HOLISTIE
SCORING 131 SELECTING EXISTING RUBRIES 132 ADAPTING EXISTING RUBRIES
132 RATING SCALES 133 ANCHOR PAPERS 135
SECTION 8: PLANNING, CONSTRUCTING, AND ADMINISTRATING SCORING PROCEDURES
135
HOW AND WHY TO USE A RUBRIC 135 COMPONENTS OF RUBRIES 136 CONSTRUCTING
A RUBRIC 136, RUBRIE
SCORING 138
SEETION 9: GRADING AND PROGRESS REPORTING TO PARENTS 138
SPECIAL EDUCATION LAW MANDATES 138 MONITORING, GRAPHING, AND REPORTING
ACADEMIC PROGRESS 139 COORDINATING PORTFOLIO CRITERIA WITH GRADING
STANDARDS 139 PROGRESS REPORTING SYSTEMS 141
SUMMARY POINTS 144
PRACTIEAL APPLICATION ASSESSMENT ACTIVITIES 146 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS--CHAPTER 4 147
IMAGE 5
PART 3 BASIC SKILIS AND CONTENT ..SUBJECTASSESSMENT 1ZT.9
CHAPTER 5 LANGUAGE ASSESSMENT: ORAL AND ENGLISH LANGUAGE
LEARNERJBILINGUAL 151 INTRODUCTION TO SPEECH AND ORAL LANGUAGE
ASSESSMENT 152 SECTION 1: SPEECH AND LANGUAGE DISORDERS 152
DETERMINING TYPIEAL LANGUAGE DEVELOPMENT 154 DISTINGUISHING BETWEEN
TYPICAL AND ATYPIEAL ORAL LANGUAGE 156 INDIEATORS OF A
LANGUAGE-LEARNING DISORDER 158
SECTION 2: SPEECH ASSESSMENT 158
TYPES OF SPEECH DISORDERS 158
SECTION 3: LANGUAGE ASSESSMENT 161
RECEPTIVE AND EXPRESSIVE LANGUAGE ASSESSMENT 161 ASSESSING LANGUAGE
SAMPLES 161 TESTING RAPID AUTOMATIZED NAMING 161 ASSESSING LANGUAGE
CONTENT, FORM, AND USE 164
SECTION 4: ASSESSMENT OF STUDENTS WITH CULTURAL OR LINGUISTIC DIVERSITY
166
IDEA REQUIREMENTS FOR ASSESSING CLD STUDENTS 168 ASSESSMENT ISSUES:
LANGUAGE DISORDERS VS. DIFFERENEES 169 IDENTIFYING THE
SEEOND-LANGUAGE-AEQUISITION PHENOMENA 169 DISTINGUISHING BETWEEN SOCIAL
AND AEADEMIE LANGUAGE
PROFICIENEY 170 ASSESSING LANGUAGE PROFICIENEY 172
SECTION 5: ENGLISH LANGUAGE LEARNER AND BILINGUAL ASSESSMENT 176
TRADITIONAL CLD ASSESSMENT MEASURES 176 INFORMAL AUTHENTIE ASSESSMENT
MEASURES 176 PARENTAL CONTRIBUTION TO THE ASSESSMENT PROEESS 177
OBSERVATIONAL ASSESSMENT PROEEDURES 178 TYPES OF AUTHENTIE ASSESSMENTS
180
CRITERIA FOR EVALUATORS OF ELLS AND BILINGUAL STUDENTS 182 ISSUES TO
CONSIDER WHEN MAKING TEST AEEOMMODATIONS FOR STUDENTS WITH CLD 184
ADAPTATIONS TO TEST ADMINISTRATION
AND TEST AEEOMMODATIONS FOR STUDENTS WITH CLD 184
SUMMARY POINTS 186
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 187 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS-CHAPTER 5 188
CHAPTER 6 READING ASSESSMENT 191
INTRODUCTION TO READING ASSESSMENT 192 TEACHERS AS EVALUATORS 193
FORMAL VS. INFORMAL READING ASSESSMENTS 193
SECTION 1: EMERGENT LITERACY ASSESSMENT 194
ORAL LANGUAGE 194 PHONEMIE AWARENESS 195 PRINT AWARENESS 195
KNOWLEDGE OF THE ALPHABET 197
IMAGE 6
CONTENTS
SEETION 2: PHONICS ASSESSMENT 198
PHONETIC ANALYSIS 199 STRUCTURAL ANALYSIS 202
SEETION 3: VOCABULARY ASSESSMENT 202
WORD MEANING 202 WORD RECOGNITION 204 ORAL
READING 207 READING ERROR PATTERN ANALYSIS 208
SEETION 4: READING FLUENCY ASSESSMENT 214
READING FLUENCY 215
SEETION 5: READING COMPREHENSION ASSESSMENT 221
COMPONENTS OF READING COMPREHENSION 222 INTEREST INVENTORY 223
EXPLICIT, IMPLICIT, AND CRITICAL COMPREHENSION 223 CLOZE PROCEDURE 224
MAZE
PROCEDURE 227 THINK-ALOUD PROCEDURE 228 RETELL
PROCEDURE 228 METACOGNITION 230
SEETION 6: GENERAL READING ASSESSMENT MEASURES 232
PORTFOLIO ASSESSMENT 232 INFORMAL READING INVENTORY 234 READABILITY
GRAPH 237 CURRICULUM-BASED MEASUREMENT 237 PERFORMANCE-BASED
ASSESSMENT 242
SUMMARY POINTS 245
PRACTICAL APPLICATION ASSESSMENT ASSIGNMENTS 246 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS-CHAPTER 6 247
CHAPTER 7 WRITTEN LANGUAGE ASSESSMENT 251
INTRODUCTION TO WRITTEN LANGUAGE 252
SEETION 1: WRITTEN LANGUAGE ASSESSMENT PROCEDURES 253
INTEREST INVENTORY 253 ANALYZING THE CLASSROOM WRITING ENVIRONMENT 253
SEETION 2: WRITTEN EXPRESSION ASSESSMENT 258
ASSESSING THE WRITING PROCESS 259 WRITTEN EXPRESSION ERROR ANALYSIS
261 PORTFOLIO ASSESSMENT OF WRITTEN EXPRESSION 262 WRITTEN EXPRESSION
CURRICULUM-BASED MEASUREMENT 263 PERFORMANCE-BASED ASSESSMENT 267
SEETION 3: SPELLING ASSESSMENT 268
SPELLING ERROR ANALYSIS 268 DICTATED SPELLING TESTS 270 INFORMAL
SPELLING INVENTORY 270 CLOZE
PROCEDURE 271 * SPELLING CURRICULUM-BASED MEASUREMENT ASSESSMENT 271
PERFORMANCE SPELLING ASSESSMENT 276 PHONEMIC AWARENESS SPELLING
ASSESSMENT 277 INVENTORY OF WORD KNOWLEDGE 278 SPELLING WORD TEST:
FLOW LIST 279
SEETION 4: HANDWRITING ASSESSMENT 281
HANDWRITING SAMPIE ASSESSMENT 281 * CURRICULUM-BASED MEASUREMENT:
HANDWRITING PROBES 283 HANDWRITING ERROR ANALYSIS 283 ERROR ANALYSIS
PROCEDURE 283 ZANER-BLOSER EVALUATION SCALE 284
IMAGE 7
SEETION 5: WRITTEN LANGUAGE SCORING-RATING METHODS 288
HOLISTIC SCORING 288 ANALYTIC SCORING 289
SUMMARY POINTS 292
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 292 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS-CHAPTER 7 293
CHAPTER 8 MATHEMATIEAL ASSESSMENT 297
INTRODUCTION TO MATHEMATICAL ASSESSMENT 298
SEETION 1: MATHEMATICAL PROCEDURES 301
INTERVIEWS: TEACHERS, PARENTS, AND STUDENTS 301 ANALYSIS OF MATH WORK
SAMPLES 302 OBSERVATION DURING MATH ACTIVITIES 303 STUDENT
SELF-ASSESSMENT 304 PEER ASSESSMENT 306
SECTION 2: ASSESSMENT OF COMMON MATHEMATICAL PROBLEM AREAS 307
MATHEMATICAL LANGUAGE ASSESSMENT 307 CULTURAL AND LANGUAGE DIFFERENCES
307 COGNITIVE FACTORS 308 ATTITUDES TOWARD MATH AND EMOTIONAL FACTORS
308 INEFFECTIVE INSTRUCTION 310 POOR ABSTRACT OR SYMBOLIC THINKING
310
POOR READING SKILLS 311 FAILURE TO USE COMMON SENSE IN MATHEMATICS 311
* INFORMATION PROCESSING PROBLEMS 311
SECTION 3: MATHEMATICAL ASSESSMENT MEASURES 314
MATHEMATICS CURRICULUM-BASED MEASUREMENT 314 CURRICULUM-BASED MATH
PROBES 314 GRAPHING MATH PROBE RESULTS 317 MATHEMATICAL ERROR ANALYSIS
318
COMMON CALCULATION ERRORS MADE BY ELEMENTARY STUDENTS 325
ORAL MATH INTERVIEW 326 TASK ANALYSIS 329 CHECKLISTS 330 MATH
INVENTORY 330 MATHEMATICAL JOURNAL WRITING 332 PERFORMANCE-BASED
ASSESSMENT 335 MATH PORTFOLIO 335 LIFE CONSUMER SKILLS 337
SEETION 4: MATHEMATICAL SCORING-RATING PROCEDURES 339
MATHEMATICAL HOLISTIC AND ANALYTIC SCORING RUBRICS 339 MATHEMATICAL
RATING SCALES 339
SUMMARY POINTS 342
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 344 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS-CHAPTER 8 344
CHAPTER9 CONTENT AREA AND RELATED ARTS ASSESSMENT 347
INTRODUCTION TO CONTENT AREA SUBJECTS: SDENCE AND SODAL STUDIES 348
SECTION 1: THE PROCESS OF CONTENT AREA ASSESSMENT 348
EVALUATING INSTRUCTION IN RELATION TO STUDENT NEEDS 350
IMAGE 8
CONTENTS
SEETION 2: CONTENT AREA SUBJECT ASSESSMENT PROCEDURES 352
OBSERVATION AND INTERVIEW IN THE CONTENT AREA 352 STUDENT
SELF-ASSESSMENT REFLECTION 352 PEER ASSESSMENT 355 LEARNING LOGS AND
JOURNALS 355
SECTION 3: CONTENT AREA SUBJECT ASSESSMENT MEASURES 358
PERFORMANCE-BASED ASSESSMENT 358 CONTENT AREA SUBJECT CURRICULUM-BASED
MEASURES 359 DRAWING MENTAL MODELS 360 CONCEPT MAP ASSESSMENT 360
CONTENT AREA
ORAL INTERVIEW 363 CONTENT AREA SUBJECT PORTFOLIO ASSESSMENT 364
CHECKLIST FOR CONTENT AREA SUBJECTS 365
SEETION 4: TEXTBOOK EVALUATION 366
SEETION 5: RELATED ARTS: THE ASSESSMENT PROCESS 369
ARTS EDUCATION 369 COMPUTER AND LIBRARY RESEARCH EDUCATION 369
PHYSICAL EDUCATION: THE RELATED ARTS SUBJECT 370 ADAPTIVE PHYSICAL
EDUCATION: THE SPECIAL SERVICE 370
SEETION 6: RELATED ARTS ASSESSMENT PROCEDURES 374
COGNITIVE ASSESSMENT OF PERFORMANCE SKILLS 374 PERFORMANCE ASSESSMENT
375 SELF- AND PEER ASSESSMENT ACTIVITIES 375 PORTFOLIO ASSESSMENT 375
RELATED ARTS JOURNALS OR ACTIVITY LOGS 376 OBSERVATIONS AND INTERVIEWS
IN RELATED ARTS
ACTIVITIES 377 MOTOR SKILLS SCREENING TESTS 377
SEETION 7: CONTENT AREA AND RELATED ARTS SCORING AND GRADING MEASURES
379
SUMMARY POINTS 383
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 384 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS-CHAPTER 9 385
PART 4 SPECIAL FOCUS ASSESSMENT 389
CHAPTER 10 EMOTIONAL, SOCIAL, AND BEHAVIORAL EDUCATION
ASSESSMENT 391 INTRODUCTION TO EMOTIONAL, SODAL, AND BEHAVIORAL
ASSESSMENT 392
SEETION 1: EMOTIONAL AND BEHAVIORAL DISORDERS 392
SEETION 2: BEHAVIORAL ANALYSIS PROCEDURES 393
SEETION 3: GENERAL AND DIRECT OBSERVATIONS AND INTERVIEW PROCEDURES 394
GENERAL OBSERVATIONS 394
SEETION 4: TYPES OF DIRECT OBSERVATIONS 395
EVENT RECORDING 395 DURATION RECORDING 396 LATENCY RECORDING 397
INTERVAL RECORDING 398 ANECDOTAL RECORDS 398 INTERVIEWS 401
IMAGE 9
SECTION 5: FUNCTIONAL BEHAVIORAL ASSESSMENT 401
CATEGORIES OF FUNCTIONAL ASSESSMENT 404
SECTION 6: SODAL SKILLS ASSESSMENT 404
SOCIAL SKILLS DEVELOPMENT 405 SOCIOGRAMS 407 RATING SCALES 408
SUMMARY POINTS 410
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 411 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS--CHAPTER 10 411
CHAPTER 11 STUDY SKILLS ASSESSMENT AND TEST~TAKINGSKILLS 413
INTRODUCTION TO STUDY AND TEST-TAKING SKILL ASSESSMENT 414
SECTION 1: WORK-STUDY SKILL ASSESSMENT STRATEGIES 415
LISTENING SKILLS: ATTENTION 415 RETENTION AND RECALL: MEMORY SKILLS
416 TIME MANAGEMENT AND ORGANIZATIONAL SKILLS 417 METACOGNITIVE
REFLECTION 417 NOTE TAKING 418 RESEARCH SKILLS 420 CONTRACT SYSTEM
420
SECTION 2: FACTORS INFLUENCING TEST-TAKING PERFORMANCE 420
TEST PREPARATION 424 TEST ANXIETY 427 ATTITUDE AND
MOTIVATIONAL FACTORS 428 APPROPRIATE ACCOMMODATIONS 429
SECTION 3: TEST-TAKING SKILL TECHNIQUES 430
HELPING STUDENTS TO BECOME TEST WISE 430
SUMMARY POINTS 431
PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 432 COUNCIL FOR EXCEPTIONAL
CHILDREN PROFESSIONAL STANDARDS--CHAPTER 11 433
CHAPTER 12 TRANSITION ASSESSMENT: ACROSS THE AGES 435
INTRODUCTION TO TRANSITION ASSESSMENT FROM EARLY CHILDHOOD TO
POSTSECONDARY SCHOOL 436
CRITICAL TRANSITION POINTS 436
TRANSITION PLANNING 436
SECTION 1: TRANSITION LEGISLATION 437
EARLY CHILDHOOD TRANSITION LEGISLATION 438 SECONDARY-LEVEL TRANSITION
LEGISLATION 438 COMPREHENSIVE DATA COLLECTION 440
SECTION 2: TRANSITION FROM PRESCHOOL TO THE PRIMARY GRADES 441
EARLY CHILDHOOD ASSESSMENT 441 * COMPONENTS OF EARLY CHILDHOOD
ASSESSMENT 441 * DEVELOPMENTAL ASSESSMENT 444
IMAGE 10
REFERENCES
NAME INDEX
CONTENTS
SECTION 3: TRANSITION DUTING THE MIDDLE YEARS: ELEMENTARY TO MIDDLE TO
HIGH SCHOOL 445
TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL 445 TRANSITION FROM MIDDLE
TO HIGH SCHOOL 446
SECTION 4: TRANSITION FROM SPECIAL EDUCATION TO GENERAL EDUCATION AND
FROM HOSPITAL/HOME TO SCHOOL 446
THE TRANSITION FROM SPECIAL TO REGULAR EDUCATION 446 THE TRANSITION
FROM HOSPITAL/REHABILITATION/HOME TO SCHOOL 447
SECTION 5: SECONDARY TO POSTSECONDARY TRANSITION 447
FROM ASSESSMENT TO TRANSITION PLANNING 447 COMPONENTS OF SECONDARY
TRANSITIONS 448 REASONABLE ACCOMMODATIONS FOR POSTSECONDARY SETTINGS
449
SECTION 6: THE SECONDARY-LEVEL ASSESSMENT PROCESS 450
SECTION 7: ASSESSMENTS AT CRITICAL TRANSITION POINTS: PRESCHOOL TO
ELEMENTARY SCHOOL 452
EARLY CHILDHOOD STANDARDIZED TESTS 452 PRESCHOOL TO ELEMENTARY SCHOOL
INFORMAL ASSESSMENT PROCEDURES 453 OBSERVATIONAL ASSESSMENT 453
PLAY-BASED ASSESSMENT 453 ARENA ASSESSMENT 455 * SELF-EVALUATION 455 *
PORTFOLIOS 456 CURRICULUM-BASED ASSESSMENT 457 SPECIFIC SKILL
CHECKLISTS 457 VIDEOTAPE, AUDIOTAPE, AND PHOTOGRAPHIC RECORDINGS 458
SEETION 8: ASSESSMENTS AT THE CRITICAL TRANSITION POINTS: MIDDLE TO
SECONDARY SCHOOL YEARS 460
PERSON-CENTERED PLANNING 460 SITUATIONAL ASSESSMENT 460 THE INTERVIEW
PROCESS 461 * CAREER ASSESSMENT 461 *
WORK-SAMPLE ANALYSIS 463 SEIF-DETERMINATION ASSESSMENT 465 CHECKLISTS
AND RATING SCALES 469 PERFORMANCE ASSESSMENT 471 *
VOCATIONAL/CAREER-REIATED PORTFOLIOS 472 CURRICULUM-BASED VOCATIONAL
ASSESSMENT 473
SUMMARY POINTS 474 PRACTICAL APPLICATION ASSESSMENT ACTIVITIES 475
COUNCIL FOR EXCEPTIONAL CHILDREN PROFESSIONAL STANDARDS-CHAPTER 12 475
477
489
SUBJECT INDEX 493
|
| any_adam_object | 1 |
| author | Spinelli, Cathleen G. |
| author_facet | Spinelli, Cathleen G. |
| author_role | aut |
| author_sort | Spinelli, Cathleen G. |
| author_variant | c g s cg cgs |
| building | Verbundindex |
| bvnumber | BV036655936 |
| classification_rvk | DO 1250 DO 1252 DT 1422 |
| ctrlnum | (OCoLC)705786317 (DE-599)BVBBV036655936 |
| discipline | Pädagogik |
| edition | 3. Aufl. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV036655936 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:45:03Z |
| institution | BVB |
| isbn | 9780137050130 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020575350 |
| oclc_num | 705786317 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-19 DE-BY-UBM |
| physical | XIX, 500 S. Ill., graph. Darst. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Spinelli, Cathleen G. Verfasser aut Classroom assessment for students in special and general education Cathleen G. Spinelli 3. Aufl. Boston ; Munich [u.a] Pearson 2012 XIX, 500 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Children with disabilities / Education / United States / Evaluation Inclusive education / United States / Evaluation Educational tests and measurements / United States Erziehung Schulische Integration (DE-588)4126716-3 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s Schulleistungsmessung (DE-588)4077202-0 s DE-604 Schulische Integration (DE-588)4126716-3 s 1\p DE-604 Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020575350&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Spinelli, Cathleen G. Classroom assessment for students in special and general education Children with disabilities / Education / United States / Evaluation Inclusive education / United States / Evaluation Educational tests and measurements / United States Erziehung Schulische Integration (DE-588)4126716-3 gnd Behinderung (DE-588)4112696-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Schüler (DE-588)4053369-4 gnd Integrativer Unterricht (DE-588)4138728-4 gnd |
| subject_GND | (DE-588)4126716-3 (DE-588)4112696-8 (DE-588)4077202-0 (DE-588)4053369-4 (DE-588)4138728-4 (DE-588)4078704-7 |
| title | Classroom assessment for students in special and general education |
| title_auth | Classroom assessment for students in special and general education |
| title_exact_search | Classroom assessment for students in special and general education |
| title_full | Classroom assessment for students in special and general education Cathleen G. Spinelli |
| title_fullStr | Classroom assessment for students in special and general education Cathleen G. Spinelli |
| title_full_unstemmed | Classroom assessment for students in special and general education Cathleen G. Spinelli |
| title_short | Classroom assessment for students in special and general education |
| title_sort | classroom assessment for students in special and general education |
| topic | Children with disabilities / Education / United States / Evaluation Inclusive education / United States / Evaluation Educational tests and measurements / United States Erziehung Schulische Integration (DE-588)4126716-3 gnd Behinderung (DE-588)4112696-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Schüler (DE-588)4053369-4 gnd Integrativer Unterricht (DE-588)4138728-4 gnd |
| topic_facet | Children with disabilities / Education / United States / Evaluation Inclusive education / United States / Evaluation Educational tests and measurements / United States Erziehung Schulische Integration Behinderung Schulleistungsmessung Schüler Integrativer Unterricht USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020575350&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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