Assessment: In Special and Inclusive Education

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9780618273997: Assessment: In Special and Inclusive Education
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As the best-selling professional resource in its field, this text offers basic assessment information and a handbook of honest, even-handed reviews of the most common K–12 standardized tests. The reviews help teachers and school psychological personnel become more informed consumers and users of standardized tests.

The text is heralded for its perspective on both formal and informal assessment, including reviews of more than 80 standardized tests, portfolio assessment, outcome-based assessment, observation, ecological assessment, and teacher-made tests.

  • New! A new chapter on "Testing Students with Limited English Proficiency" covers English language learners, cultural diversity, and the assessment challenges and technical issues in developing and standardizing tests for these students.
  • New! New and significantly revised test reviews keep material current in the Ninth Edition. The authors added six new tests and 11 revised tests to the new edition, including Metropolitan Achievement Tests 8 (MAT-8), Riverside Assessment Series (ITBS, TAP, ITED), Standardized Reading Inventory, Second Edition (SRI-2), Comprehensive Assessment of Spoken Language (CASL), and STAR Early Literacy Computer-adaptive Diagnostic Assessment.
  • New! New coverage in this edition includes the No Child Left Behind Act, current practice in testing accommodations, assessment of academic achievement with multiple-skill devices, assessment of reading, and assessment of oral and written language. New coverage of high-stakes testing and accountability appears in the final chapter.
  • New! A special feature, "The Evolution of Assessment Practice: Where Are We Headed?" appears at the end of the text. It gives an overview of the critical issues facing the future of the assessment field, and describes the new Problem-solving Model as an approach for addressing assessment practices in schools.
  • New! A new companion web site for instructors and students expands on the textbook's content and provides resources for further exploration. It offers appendices from the text, test reviews from prior editions, links to relevant web sites, links to additional print and web resources, worksheets, overheads, and more.

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About the Author:

John Salvia is Professor of Special Education at The Pennsylvania State University. The author of CURRICULUM-BASED ASSESSMENT (Allyn and Bacon) and numerous articles on the assessment of exceptional children, Dr. Salvia is interested in the extent to which exceptional students receive appropriate educational assessments. His research focuses on using assessment information to plan and evaluate educational programs and the impact of regular education reforms on assessment practices with exceptional students.

Jim Ysseldyke is the Birkmaier Professor of Educational Psychology in the College of Education and Human Development at the University of Minnesota. From 1990-1999 he served as director of the National Center of Educational Outcomes. The author of five major textbooks, Dr. Ysseldyke has published many book chapters and articles in professional journals, as well as an instructional environment and teacher evaluation scale. His research and writing focus on issues in assessing and making instructional decisions about students with disabilities. He 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.

Sara Bolt, the newest member of the authoring team, is Assistant Professor of School Psychology at Michigan State University. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at risk for poor academic outcomes. Dr. Bolt also conducts research on accommodations for diverse learners?students with disabilities, 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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