Effective Assessment for Students With Special Needs

A Practical Guide for Every Teacher
James E. Ysseldyke - University of Minnesota, USA
Bob Algozzine - University of North Carolina at Charlotte, USA
Effective Assessment for Students With Special Needs
March 2006 | 144 pages | Corwin
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ISBN: 9781544334332
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ISBN: 9781412938969
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Description

At last, a practical guide to the what, how, when, and where of effective assessment!

When determining whether or not a student should receive special education services, what the specific nature of the student's instruction should be, or the extent to which a student is making educational progress, it is critical to know not only what sort of assessment method is most appropriate, but how, when, and where it should be administered.

Including a pretest, posttest, and key vocabulary terms, Effective Assessment for Students With Special Needs helps educators make these weighty decisions with highly practical information such as:

  • Formal and informal methods of data collection
  • When to use various assessment practices and what they can show an evaluator
  • Standards for conducting assessments to ensure accuracy
  • Using data to make decisions about the education of students with disabilities and those who are gifted and talented

A Practical Approach to Special Education for Every Teacher: The 13-Book Collection equips educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-their fullest potential.

Also see:

Contents

About A Practical Approach to Special Education for Every Teacher

About A Practical Approach to Special Education for Every Teacher

Acknowledgements

Acknowledgements

About the Authors

About the Authors

Self-Assessment I

Self-Assessment I

Introduction to Effective Assessment for Students With Special Needs

Introduction to Effective Assessment for Students With Special Needs

1. What Should Every Teacher Know About Assessment for Decision-Making Purposes?

  • Screening Decisions
  • Decisions to Provide Special Help or Enrichment
  • Referral to an Intervention Assistance Team
  • Decisions to Provide Intervention Assistance
  • Decisions to Refer for Evaluation
  • Exceptionality Decisions
  • Decisions About Special Learning Needs
  • Decisions About Eligibility or Entitlement
  • Instructional Planning Decisions
  • Progress Evaluation Decisions
  • Program Evaluation Decisions
  • Accountability Decisions

2. What Are the Most Common Assessment Practices?

  • Curriculum-Based Assessment
  • Curriculum-Based Measurement
  • Instructional Diagnosis
  • Academic Time Analysis
  • Assessment of Instructional Environments
  • Outcomes-Based Accountability
  • Performance Assessment

3. How Is Assessment Data Collected?

  • Methods for Collecting Data
  • Tests
  • Observations
  • Interviews
  • Work Portfolios

4. Which Methods of Assessment Should Be Use to Sample Certain Behaviors and Abilities?

  • Intellectual Ability
  • Academic Achievement
  • Sensory Acuity
  • Adaptive Behavior
  • Language Development
  • Psychological Development
  • Perceptual-Motor Development

5. What Standards Must Be Met To Ensure the Accuracy of an Assessment?

  • Reliability: Is Performance Consistent?
  • Representativeness: Does the Instrument Adequately Sample the Behavior?
  • Validity: Does a Procedure Measure What it is Supposed to Measure?

6. What Concerns Do Parents, Students, and the General Public Have About Assessments?

  • Test Fairness
  • Acceptability
  • Consequences

7. What Are the Assumptions Underlying Assessment Practices?

  • The Examiner is Skilled
  • Future Behavior Can Be Inferred From Present Behavior
  • Assessment Is Relatively Free From Error
  • Students Have Comparable Acculturation

8. What Guidelines Should Be Followed for Appropriate Assessment?

  • There Is No One Way To Do It Right
  • There Is No One Cause of School Problems
  • Assessment Must Do More Than Describe Problems
  • Assessment Must Be Directed At Improving Instruction
  • Assessment Should Occur Often During Teaching
  • Assessment Should Concentrate on Relevant Variables
  • Assessment Should Occur Where The Behavior Occurs
  • Tests Should Be Adapted To Accommodate Students

9. Assessment in Perspective

  • Assessment in the Classroom
  • The Effects of Assessment

10. What Have We Learned?

  • Key Points
  • Key Vocabulary
  • Self-Assessment II
  • Answer Key for Self-Assessments
  • On Your Own

Resources

  • Books
  • Journals & Articles
  • Organizations

References

References

Index

Index

Additional materials

Description

At last, a practical guide to the what, how, when, and where of effective assessment!

When determining whether or not a student should receive special education services, what the specific nature of the student's instruction should be, or the extent to which a student is making educational progress, it is critical to know not only what sort of assessment method is most appropriate, but how, when, and where it should be administered.

Including a pretest, posttest, and key vocabulary terms, Effective Assessment for Students With Special Needs helps educators make these weighty decisions with highly practical information such as:

  • Formal and informal methods of data collection
  • When to use various assessment practices and what they can show an evaluator
  • Standards for conducting assessments to ensure accuracy
  • Using data to make decisions about the education of students with disabilities and those who are gifted and talented

A Practical Approach to Special Education for Every Teacher: The 13-Book Collection equips educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-their fullest potential.

Also see:

Contents

About A Practical Approach to Special Education for Every Teacher

About A Practical Approach to Special Education for Every Teacher

Acknowledgements

Acknowledgements

About the Authors

About the Authors

Self-Assessment I

Self-Assessment I

Introduction to Effective Assessment for Students With Special Needs

Introduction to Effective Assessment for Students With Special Needs

1. What Should Every Teacher Know About Assessment for Decision-Making Purposes?

  • Screening Decisions
  • Decisions to Provide Special Help or Enrichment
  • Referral to an Intervention Assistance Team
  • Decisions to Provide Intervention Assistance
  • Decisions to Refer for Evaluation
  • Exceptionality Decisions
  • Decisions About Special Learning Needs
  • Decisions About Eligibility or Entitlement
  • Instructional Planning Decisions
  • Progress Evaluation Decisions
  • Program Evaluation Decisions
  • Accountability Decisions

2. What Are the Most Common Assessment Practices?

  • Curriculum-Based Assessment
  • Curriculum-Based Measurement
  • Instructional Diagnosis
  • Academic Time Analysis
  • Assessment of Instructional Environments
  • Outcomes-Based Accountability
  • Performance Assessment

3. How Is Assessment Data Collected?

  • Methods for Collecting Data
  • Tests
  • Observations
  • Interviews
  • Work Portfolios

4. Which Methods of Assessment Should Be Use to Sample Certain Behaviors and Abilities?

  • Intellectual Ability
  • Academic Achievement
  • Sensory Acuity
  • Adaptive Behavior
  • Language Development
  • Psychological Development
  • Perceptual-Motor Development

5. What Standards Must Be Met To Ensure the Accuracy of an Assessment?

  • Reliability: Is Performance Consistent?
  • Representativeness: Does the Instrument Adequately Sample the Behavior?
  • Validity: Does a Procedure Measure What it is Supposed to Measure?

6. What Concerns Do Parents, Students, and the General Public Have About Assessments?

  • Test Fairness
  • Acceptability
  • Consequences

7. What Are the Assumptions Underlying Assessment Practices?

  • The Examiner is Skilled
  • Future Behavior Can Be Inferred From Present Behavior
  • Assessment Is Relatively Free From Error
  • Students Have Comparable Acculturation

8. What Guidelines Should Be Followed for Appropriate Assessment?

  • There Is No One Way To Do It Right
  • There Is No One Cause of School Problems
  • Assessment Must Do More Than Describe Problems
  • Assessment Must Be Directed At Improving Instruction
  • Assessment Should Occur Often During Teaching
  • Assessment Should Concentrate on Relevant Variables
  • Assessment Should Occur Where The Behavior Occurs
  • Tests Should Be Adapted To Accommodate Students

9. Assessment in Perspective

  • Assessment in the Classroom
  • The Effects of Assessment

10. What Have We Learned?

  • Key Points
  • Key Vocabulary
  • Self-Assessment II
  • Answer Key for Self-Assessments
  • On Your Own

Resources

  • Books
  • Journals & Articles
  • Organizations

References

References

Index

Index

Additional materials

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Effective Assessment for Students With Special Needs

A Practical Guide for Every Teacher

James E. Ysseldyke , Bob Algozzine
Cancel Print

March 2006 | 144 pages | Corwin

Format Published Date ISBN Price
Paperback 01/02/2026 9781412938969 $37.95
Hardcover 01/02/2026 9781412939430 $79.95
Lifetime 01/02/2026 9781544334332 $35.00

At last, a practical guide to the what, how, when, and where of effective assessment!

When determining whether or not a student should receive special education services, what the specific nature of the student's instruction should be, or the extent to which a student is making educational progress, it is critical to know not only what sort of assessment method is most appropriate, but how, when, and where it should be administered.

Including a pretest, posttest, and key vocabulary terms, Effective Assessment for Students With Special Needs helps educators make these weighty decisions with highly practical information such as:

  • Formal and informal methods of data collection
  • When to use various assessment practices and what they can show an evaluator
  • Standards for conducting assessments to ensure accuracy
  • Using data to make decisions about the education of students with disabilities and those who are gifted and talented

A Practical Approach to Special Education for Every Teacher: The 13-Book Collection equips educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-their fullest potential.

Also see:


Table Of Contents:

  • About A Practical Approach to Special Education for Every Teacher
  • Acknowledgements
  • About the Authors
  • Self-Assessment I
  • Introduction to Effective Assessment for Students With Special Needs
  • 1. What Should Every Teacher Know About Assessment for Decision-Making Purposes?
  • Screening Decisions
  • Decisions to Provide Special Help or Enrichment
  • Referral to an Intervention Assistance Team
  • Decisions to Provide Intervention Assistance
  • Decisions to Refer for Evaluation
  • Exceptionality Decisions
  • Decisions About Special Learning Needs
  • Decisions About Eligibility or Entitlement
  • Instructional Planning Decisions
  • Progress Evaluation Decisions
  • Program Evaluation Decisions
  • Accountability Decisions
  • 2. What Are the Most Common Assessment Practices?
  • Curriculum-Based Assessment
  • Curriculum-Based Measurement
  • Instructional Diagnosis
  • Academic Time Analysis
  • Assessment of Instructional Environments
  • Outcomes-Based Accountability
  • Performance Assessment
  • 3. How Is Assessment Data Collected?
  • Methods for Collecting Data
  • Tests
  • Observations
  • Interviews
  • Work Portfolios
  • 4. Which Methods of Assessment Should Be Use to Sample Certain Behaviors and Abilities?
  • Intellectual Ability
  • Academic Achievement
  • Sensory Acuity
  • Adaptive Behavior
  • Language Development
  • Psychological Development
  • Perceptual-Motor Development
  • 5. What Standards Must Be Met To Ensure the Accuracy of an Assessment?
  • Reliability: Is Performance Consistent?
  • Representativeness: Does the Instrument Adequately Sample the Behavior?
  • Validity: Does a Procedure Measure What it is Supposed to Measure?
  • 6. What Concerns Do Parents, Students, and the General Public Have About Assessments?
  • Test Fairness
  • Acceptability
  • Consequences
  • 7. What Are the Assumptions Underlying Assessment Practices?
  • The Examiner is Skilled
  • Future Behavior Can Be Inferred From Present Behavior
  • Assessment Is Relatively Free From Error
  • Students Have Comparable Acculturation
  • 8. What Guidelines Should Be Followed for Appropriate Assessment?
  • There Is No One Way To Do It Right
  • There Is No One Cause of School Problems
  • Assessment Must Do More Than Describe Problems
  • Assessment Must Be Directed At Improving Instruction
  • Assessment Should Occur Often During Teaching
  • Assessment Should Concentrate on Relevant Variables
  • Assessment Should Occur Where The Behavior Occurs
  • Tests Should Be Adapted To Accommodate Students
  • 9. Assessment in Perspective
  • Assessment in the Classroom
  • The Effects of Assessment
  • 10. What Have We Learned?
  • Key Points
  • Key Vocabulary
  • Self-Assessment II
  • Answer Key for Self-Assessments
  • On Your Own
  • Resources
  • Books
  • Journals & Articles
  • Organizations
  • References
  • Index

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