| Título : | Assessment in special and remedial education | | Tipo de documento: | texto impreso | | Autores: | Salvia, John, Autor ; Ysseldyke, James E., Autor | | Mención de edición: | 3º ed. | | Editorial: | Boston [Estados unidos de america] : Houghton Mifflin | | Fecha de publicación: | c1985 | | Número de páginas: | xv p. 559 p. | | ISBN/ISSN/DL: | 978-0-395-35809-2 | | Idioma : | Inglés (eng) | | Clasificación: | Derecho
Discapacidad
Educación
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de América
| | Nota de contenido: | Contents
1. The assessment of students
1.1. Types of decisions
1.2. Problem areas for specification and verification
2. Basic considerations in assessment
2.1. Assumptions underlying assessment
2.2. Factors considered in assessment
2.3. Kinds of assessment information
2.4. Approaches to assessment
2.5. Considerations in test selection and administration
2.6. Considerations specific to assessment of handicapped students
2.7. Suggestions for teacher administration of standardized tests
3. Legal and ethical considerations in assessment
3.1. Public law 94-142
3.2. Litigation
3.3. Ethical considerations
3.4. Pupil records
4. Descriptive statistics
4.1. Scales of measurement
4.2. Distributions
4.3. Basic notation
4.4. Measures of central tendency
4.5. Measures of dispersion
4.6. Correlation
5. Quantification of test performance
5.1. Developmental scores
5.2. Scores of relative standing
5.3. Comparing derived scores
6. Norms
6.1. Representativeness
6.2. Number of subjects
6.3. Relevance of the norms
6.4. Using norms correctly
7. Reliability
7.1. The reliability coefficient
7.2. What method should be used?
7.3. Factors affecting reliability
7.4. Standard error of measurement
7.5. Estimated true scores
7.6. Confidence intervals
7.7. Difference scores
7.8. Desirable standards
8. Validity
8.1. Methods of test validation
8.2. Nonvalidity data
8.3. Factors affecting validity
9. Assessment of intelligence
9.1. Intelligence tests as samples of behavior
9.2. The effect of pupil characteristics on assessments of intelligence
9.3. Behaviors sampled by intelligence tests
10. Assessment of intelligence: individual tests
10.1. Why do we give individual intelligence tests?
10.2. General intelligence tests
10.3. Picture vocabulary tests
10.4. Scales for special populations
10.5. Coping with dilemmas in current practice
11. Assessment of intelligence: group tests
11.1. Why do we give group intelligence tests?
11.2. Specific group tests of intelligence
11.3. Coping with dilemmas in current practice
12. Assessment of sensory acuity
12.1. Why do we assess sensory acuity?
12.2. Visual difficulties
12.3. Vision testing in the schools
12.4. Assessment of color vision
12.5. Assessment of hearing difficulties
13. Assessment of oral language
13.1. Why do we assess oral language?
13.2. The four components of oral language
13.3. Other considerations in the assessment of oral language
13.4. Ways of eliciting language behavior
13.5. Specific tests
14. Assessment of perceptual motor skills
14.1. Why do we assess perceptual motor skills?
14.2. The interesting past and problematical present of perceptual motor assessment
14.3. Specific tests of perceptual-motor skills
15. Assessment of personality
15.1. Why do we assess personality?
15.2. An overview of personality assessment
15.3. Coping with dilemmas in current practice
16. Assessment of academic achievement screening devices
16.1. Why do we assess achievement?
16.2. Obtained scores
16.3. Specific tests of academic achievement
16.4. Getting the most mileage out of an achievement test
17. Diagnostic assessment in reading
17.1. Why do we assess reading skills?
17.2. Skills assessed by diagnostic reading tests
17.3. Oral reading tests
17.4. Diagnostic reading tests
17.5. Criterion referenced diagnostic testing in reading
18. Diagnostic assessment in mathematics
18.1. Why do we assess mathematics
18.2. Behaviors sampled by diagnostic mathematics tests
18.3. Specific diagnostic mathematic tests
19. Assessment of written language
19.1. Why do we assess written language
19.2. Test of written expression and spelling
20. Assessment of adaptive behavior
20.1. Why do we assess adaptive behavior
20.2. Test of adaptive behavior
21. School readiness
21.1. Why do we assess readiness
21.2. General considerations
21.3. Technical considerations
21.4. Specific tests of school readiness
22. Diagnostic systems
22.1. Why do we have assessment systems
22.2. Specific diagnostic systems
23. Making referral decisions
23.1. The prereferral assessment process
23.2. Case study examples
24. Making classification decisions
24.1. Determining eligibility for special services
24.2. Case study examples
25. Making instructional planning decisions
25.1. Deciding what tot each
25.2. Deciding how to teach
25.3. Case study examples
Eoukigye
References
Test Index
Author/source index
Subject index
|
Assessment in special and remedial education [texto impreso] / Salvia, John, Autor ; Ysseldyke, James E., Autor . - 3º ed. . - Boston (Estados unidos de america) : Houghton Mifflin, c1985 . - xv p. 559 p. ISBN : 978-0-395-35809-2 Idioma : Inglés ( eng) | Clasificación: | Derecho
Discapacidad
Educación
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de América
| | Nota de contenido: | Contents
1. The assessment of students
1.1. Types of decisions
1.2. Problem areas for specification and verification
2. Basic considerations in assessment
2.1. Assumptions underlying assessment
2.2. Factors considered in assessment
2.3. Kinds of assessment information
2.4. Approaches to assessment
2.5. Considerations in test selection and administration
2.6. Considerations specific to assessment of handicapped students
2.7. Suggestions for teacher administration of standardized tests
3. Legal and ethical considerations in assessment
3.1. Public law 94-142
3.2. Litigation
3.3. Ethical considerations
3.4. Pupil records
4. Descriptive statistics
4.1. Scales of measurement
4.2. Distributions
4.3. Basic notation
4.4. Measures of central tendency
4.5. Measures of dispersion
4.6. Correlation
5. Quantification of test performance
5.1. Developmental scores
5.2. Scores of relative standing
5.3. Comparing derived scores
6. Norms
6.1. Representativeness
6.2. Number of subjects
6.3. Relevance of the norms
6.4. Using norms correctly
7. Reliability
7.1. The reliability coefficient
7.2. What method should be used?
7.3. Factors affecting reliability
7.4. Standard error of measurement
7.5. Estimated true scores
7.6. Confidence intervals
7.7. Difference scores
7.8. Desirable standards
8. Validity
8.1. Methods of test validation
8.2. Nonvalidity data
8.3. Factors affecting validity
9. Assessment of intelligence
9.1. Intelligence tests as samples of behavior
9.2. The effect of pupil characteristics on assessments of intelligence
9.3. Behaviors sampled by intelligence tests
10. Assessment of intelligence: individual tests
10.1. Why do we give individual intelligence tests?
10.2. General intelligence tests
10.3. Picture vocabulary tests
10.4. Scales for special populations
10.5. Coping with dilemmas in current practice
11. Assessment of intelligence: group tests
11.1. Why do we give group intelligence tests?
11.2. Specific group tests of intelligence
11.3. Coping with dilemmas in current practice
12. Assessment of sensory acuity
12.1. Why do we assess sensory acuity?
12.2. Visual difficulties
12.3. Vision testing in the schools
12.4. Assessment of color vision
12.5. Assessment of hearing difficulties
13. Assessment of oral language
13.1. Why do we assess oral language?
13.2. The four components of oral language
13.3. Other considerations in the assessment of oral language
13.4. Ways of eliciting language behavior
13.5. Specific tests
14. Assessment of perceptual motor skills
14.1. Why do we assess perceptual motor skills?
14.2. The interesting past and problematical present of perceptual motor assessment
14.3. Specific tests of perceptual-motor skills
15. Assessment of personality
15.1. Why do we assess personality?
15.2. An overview of personality assessment
15.3. Coping with dilemmas in current practice
16. Assessment of academic achievement screening devices
16.1. Why do we assess achievement?
16.2. Obtained scores
16.3. Specific tests of academic achievement
16.4. Getting the most mileage out of an achievement test
17. Diagnostic assessment in reading
17.1. Why do we assess reading skills?
17.2. Skills assessed by diagnostic reading tests
17.3. Oral reading tests
17.4. Diagnostic reading tests
17.5. Criterion referenced diagnostic testing in reading
18. Diagnostic assessment in mathematics
18.1. Why do we assess mathematics
18.2. Behaviors sampled by diagnostic mathematics tests
18.3. Specific diagnostic mathematic tests
19. Assessment of written language
19.1. Why do we assess written language
19.2. Test of written expression and spelling
20. Assessment of adaptive behavior
20.1. Why do we assess adaptive behavior
20.2. Test of adaptive behavior
21. School readiness
21.1. Why do we assess readiness
21.2. General considerations
21.3. Technical considerations
21.4. Specific tests of school readiness
22. Diagnostic systems
22.1. Why do we have assessment systems
22.2. Specific diagnostic systems
23. Making referral decisions
23.1. The prereferral assessment process
23.2. Case study examples
24. Making classification decisions
24.1. Determining eligibility for special services
24.2. Case study examples
25. Making instructional planning decisions
25.1. Deciding what tot each
25.2. Deciding how to teach
25.3. Case study examples
Eoukigye
References
Test Index
Author/source index
Subject index
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