Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010294375 | BF722 C638 2011 f | Open Access Book | Book | Searching... |
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Summary
Summary
Key Benefit: A contemporary, easy-to-read approach to understanding informal and teacher-developed assessment approaches and techniques, as well as descriptions of widely-used tests and measures and contemporary perspectives on special education classroom assessment. Written in a straightforward, accessible manner, it emphasizes contemporary, practical, authentic classroom assessment approaches and proven techniques. Key Topics: This edition incorporates best practices and the use of technology in assessment practices, and covers contemporary, classroom and teacher approaches; research-based practices; formal and informal assessments and testing practices; observation techniques; functional behavioral assessment; curriculum-based assessment; criterion-referenced assessment; performance-based assessments; standardized instruments; contemporary approaches to the assessment of literacy and mathematics; interpreting tests; writing reports; and program evaluation. Readers will be given the most current information on assessment approaches, research-based practices, and federal mandates related to assessment of students with disabilities, ages 3 - 20. Incorporating formal, informal, and performance-based assessment tools, critical topics linked to school-based examples, and more, special education teachers will be exposed to the most prevalent information, knowledge, and skills that they need to know about special education classroom assessment. Market: Written for pre-service and practicing special educators and other professionals.
Author Notes
Dr. Libby G. Cohen is a Professor at the National Institute of Education in Singapore and Professor Emerita at the University of Southern Maine. Her work has focused on linking assessment with teaching and learning, accessibility to technology, and universal design. She is the author of several books including Assessment of Children and Youth and Teaching Students with Mild and Moderate Disabilities: Research-based Practices.
Dr. Loraine J. Spenciner is a professor of special education at the University of Maine at Farmington. She has authored numerous articles, chapters, and textbooks including: Assessment of Children and Youth, Assessment of Young Children, and Teaching Students with Mild and Moderate Disabilities: Research-based Practices .
