Assessment Eighth Edition

Contents Note: Each chapter concludes with a Summary, Questions for Chapter Review and Thought, 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 5. Quantification of Test Performance Scores Used in Norm-Referenced Assessment Scores Used in Criterion-Referenced Assessment A Word About Global Ratings 6. Norms Representativeness Technical Considerations Using Norms Correctly Concluding Comment: Caveat Emptor 7. Reliability The Reliability Coefficient Factors Affecting Reliability Determining What 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 Affecting 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 Legal Considerations Recommendations for Making Participation Decisions Current Practice in Testing Accommodations Recommendations on Making Accommodation Decisions III. Assessment in Classrooms 10. Assessing Behavior Through Observation Why Do Teachers Observe Behavior? General Considerations Defining Behavior Sampling Behavior Targeting Behavior for Observation Conducting Systematic Observations Criteria for Evaluating Observed Performances 11. Assessing Instructional Ecology What Is Instructional Ecology? The Importance of Home Support for Learning Factors That Contribute to Academic and Behavioral Problems in School Approaches to Gathering Data on Instructional Technology 12. 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 Selection Formats Supply Formats Assessment in Core Achievement Areas Potential Sources of Difficulty in the Use of Teacher-made Tests 13. Performance and Portfolio Assessment Concerns About Current Assessment Practices Portfolio Assessment Issues and Concerns to Be Resolved Improving Portfolio-Assessment Practices Concluding Comments 14. Teacher Decision-Making Decisions Prior to Referral Prereferral Decisions Decisions Made in Special Education IV. Assessment Using Formal Measures 15. Making Entitlement Decisions Rationale for Entitlement Entitlements Determining Eligibility for Special Services 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 17. Assessment of Intelligence: Individual Tests Why Do We Give Individual Intelligence Tests? General Intelligence Tests Nonverbal Intelligence Tests 18. Assessment of Intelligence: Group Tests Why Do We Administer Group Intelligence Tests? Specific Group Tests of Intelligence 19. Assessment of Sensory Acuity Why Do We Assess Sensory Acuity? Visual Difficulties Vision Screening and Assessment Hearing Difficulties 20. Assessment of Academic Achievement with Multiple-Skill Devices Why Do We Assess Achievement? Specific Tests of Academic Achievement Getting the Most Out of an Achievement Test 21. 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 22. Assessment in Mathematics Why Do We Assess Mathematics? Behaviors Sampled by Diagnostic Mathematics Tests Specific Diagnostic Mathematics Tests 23. Assessment of Oral and Written Language Terminology Why Assess Oral and Written Language? Observing Language Behavior Oral-Language Tests Written Language Tests 24. Assessment of Perceptual-Motor Skills Why Do We Assess Perceptual-Motor Skills? The Problem of Perceptual-Motor Assessment Specific Tests of Perceptual-Motor Skills 25. Assessment of Problem Behavior Ways of Assessing Problem Behavior Why Do We Assess Problem Behavior? Specific Tests of Social-Emotional Behavior Overview of the Child Behavior Checklist Additional Behavioral Assessment Scales 26. Assessment of Adaptive Behavior Defining Adaptive Behavior Assessing Adaptive Behavior Why Do We Assess Adaptive Behavior? Specific Tests of Adaptive Behavior 27. Diagnostic Systems Why Do We Use Diagnostic Systems? Specific Diagnostic Systems 28. Developmental Appraisal Why Do We Assess Infants, Toddlers, and Preschoolers? Tests Used with Infants, Toddlers, and Preschoolers 29. Outcomes-Based Accountability Assessment Establish a Solid Foundation for Assessment Efforts Develop, Adopt, or Adapt a Model of Outcomes Establish a Data-Collection and Reporting System Install an Outcomes-Based Accountability System Current State Practices in Assessment of Educational Outcomes Appendixes. 1. Areas of the Normal Curve. 2. List of Equations Used in the Text. 3. How to Review a Test. 4. A Brief Explanation of Item-Response TheoryJohn Salvia is the author of 'Assessment Eighth Edition', published 2000 under ISBN 9780618042814 and ISBN 0618042814.