Classroom Assessment for Students in Special and General Education, 3rd edition
Title overview
- Chapter One features a comprehensive description of how assessment is used in the process of Response to Intervention (RTI) and Early Intervention Services (EIS).
- Every chapter has a comprehensive overview of classroom assessments that are well-suited for progress monitoring in both general education and special education classes. Each assessment includes a full description, a rationale, administration guidelines, and instructions. Explicit examples and directions to help teachers modify or develop tests of their own; scoring procedures and ways to rank, monitor, and chart progress are also included.
- Features essential techniques and examples for writing IEPs, performance reports, and reports to parents with specific suggestions on how to connect assessment results to intervention planning, writing the IEP, and lesson development. Clear illustrations, examples, and model reports are included. Featured in Chapters 3 and 4.
- NEW! The text now features a revised and expanded coverage of curriculum-based assessment measures and how they align with universal screening and ongoing monitoring of methods that document student progress.
- NEW! A major focus, throughout the text, on the practical application of assessment results; how these results are used to formulate classroom intervention and individual education plans (IEPs); how results can be charted, graphed, and shared with students and their families; and the importance of planning ongoing progress monitoring strategies.
- NEW! The textbook organization has been revamped, now featuring four parts: Overview of the RTI and Special Education Process; Types of Assessment; Basic Skills and Content-Subject Assessment; and Special Focus Assessment.
- NEW! All chapters have been updated and several have been substantially revised.
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Table of contents
Brief Table of Contents
Part 1: OVERVIEW OF THE RTI AND SPECIAL EDUCATION PROCESS
Chapter 1: Early Intervening Services: Implementing Response to Intervention for Students who are At-Risk
Chapter 2: The Special Education Process: Assessment for Referral, Classification, Placement and Programming
Part 2: TYPES OF ASSESSMENT
Chapter 3: Standardized Assessment: Types, Scores, and Accommodations
Chapter 4: Informal Assessment: Selecting, Scoring, and Preliminary Data Collection
Part 3: BASIC SKILLS and CONTENT-SUBJECT ASSESSMENT
Chapter 5: Language Assessment: Oral and English Language Learner/Bilingual
Chapter 6: Reading Assessment
Chapter 7: Written Language Assessment
Chapter 8: Mathematical Assessment
Chapter 9: Content Area and Related Arts Assessment
Part 4: SPECIAL FOCUS ASSESSMENT
Chapter 10: Emotional, Social and Character Education Assessment
Chapter 11: Study Skills Assessment and Test Taking Skills
Chapter 12: Transition Assessment: Across the Ages
Author bios
Cathleen G. Spinelli is a professor and chair in the Special Education Department at Saint Joseph’s University in Philadelphia, Pennsylvania, where she teaches undergraduate and graduate classes in assessment and teaching techniques. She has extensive experience working in the public school system, evaluating students from preschoolers to adults, as a certified school psychologist and educational diagnostician. She has enjoyed her years as both a special education teacher and a school administrator in the public school system. She is the author of another Pearson text, the recently published, Linking Assessment to Instructional Strategies: A Guide for Teachers.