NEW TO THE EIGHTH EDITION - Higher Education | Pearson

Preface

NEW TO THE EIGHTH EDITION

The process of monitoring and assessing students in the general education environment who have academic and behavioral challenges continues to evolve as a result of

changes in federal regulations and research focusing on best practices in assessment

and instruction. The eighth edition of Assessing Learners with Special Needs: An

Applied Approach was written to reflect these changes in the assessment process and

to provide the learner with information about the newly revised instruments used in

assessing learners with educational challenges. This new edition, converted primarily to an e-text, provides a new presentation format and a new format for assessing

student mastery of material through interactive learning activities.

Like earlier editions, the primary focus of this text is to provide students with

a practical approach to learning about the complex procedures that are part of the

assessment process. This new edition includes:

Embedded Videos: Embedded videos provide helpful examples of chapter content.

Check Your Understanding Interactive Exercises: These interactive exercises provide an opportunity for readers to apply their learning and monitor their progress

in the learning and assessment process. These activities are included in electronic

format with feedback provided to the students following each response.

¡ö¡ö Interactive Chapter Quizzes: At the end of each chapter, a pop-up multiple-choice

quiz assesses students¡¯ understanding of chapter content.

¡ö¡ö Interactive Pretest: This pretest in Chapter 1, which includes feedback, helps assess

understanding of course material at the outset.

¡ö¡ö Interactive Course Progress Monitoring Activities: At the end of each part, this

pop-up assessment allows students to monitor their progress as they master the

material presented.

¡ö¡ö Chapter 4: This chapter includes a discussion of reliability and validity issues of

text accommodations and alternative assessments.

¡ö¡ö

¡ö¡ö

ORGANIZATION OF THE TEXT

This text presents complex concepts in a step-by-step discussion and provides students with practice exercises for each step. Students are introduced to portions of

assessment instruments, protocols, and scoring tables as part of their practice exercises. Students participate in the educational decision-making process using data

from classroom observations, curriculum-based assessment, functional behavioral

assessment, and norm-referenced assessment.

This text is divided into four parts. Part 1, Introduction to Assessment, introduces students to the basic concepts in assessment and types of assessment. This

part also presents the legal issues of assessment in the Individuals with Disabilities

Education Act (IDEA) of 2004 and discusses ethical concerns related to assessment.

Part 2, Technical Prerequisites of Understanding Assessment, addresses the topics of descriptive statistics, reliability, and validity.

Part 3, Assessing Students, presents the mechanics of both informal and formal

assessment. Students practice curriculum-based assessment, behavioral assessment,

and norm-referenced assessment.

Part 4, Interpretation of Assessment Results, discusses interpretation of data for

classroom interventions, eligibility decisions, and educational planning. Numerous

case studies are included in this section.

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Preface

vii

SPECIAL FEATURES OF THE EIGHTH EDITION

Each chapter of this edition contains the following special features to help facilitate

a better understanding of content.

Chapter Outcomes: Each chapter begins with Chapter Outcomes to serve as an

advance organizer to help prepare readers for the expectations for learning in the

chapter.

¡ö¡ö Check Your Understanding: These interactive exercises provide an opportunity

for readers to monitor their progress in the learning and assessment process. These

activities are included in electronic format with the feedback provided to the

students following each response.

¡ö¡ö Embedded Videos: These point-of-use videos illustrate various assessment techniques and strategies in context.

¡ö¡ö Test Review Tables: These tables in Part 3 summarize the assessment instruments

covered in their respective chapters.

¡ö¡ö Chapter Summary: The summary provides an overview of the learning outcomes

covered in the chapter.

¡ö¡ö Chapter Quiz: This end-of-chapter interactive quiz enables readers to gauge their

understanding of the chapter as a whole.

¡ö¡ö Course Progress Monitoring Activity: Students complete a pre-test at the beginning of Chapter 1 and at the end of each part of the text to gauge their progress

toward achieving learning targets. By completing this activity, students experience

progress monitoring of their content knowledge.

¡ö¡ö

SUPPLEMENTS

The eighth edition has an enhanced supplement support package, including an

Instructor¡¯s Manual with test items, PowerPoint slides, and computerized test bank

and assessment software. All of these items were developed exclusively for this text,

and are available to instructors for download at .

Online Instructor¡¯s Manual with Test Bank

The Instructor¡¯s Manual (ISBN: 978-0-13-394889-9) is organized by chapter and

contains numerous resources and test items.

TestGen

TestGen (ISBN: 978-0-13-401912-3) is a powerful test generator that you install on

your computer and use in conjunction with the TestGen testbank file for your text.

Assessments may be created for both print or testing online.

Online PowerPoint Slides

PowerPoint slides (978-0-13-401945-1) highlight key concepts and summarize

content.

ACKNOWLEDGMENTS

I would like to express my sincere gratitude to my former colleagues and the many

students at the University of Texas¨CBrownsville and my current colleagues and students at Stephen F. Austin State University.

Thanks to the following reviewers: Laura Baylot Casey, University of Memphis;

Sara Hines, Hunter College¨CCUNY; Jennifer Madigan, San Jose State University;

Gilbert Stiefel, Eastern Michigan University.

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Introduction

CHAPTER FOCUS

In this chapter you will:

? Learn about the history of assessment

? Learn about the traditional and contemporary models of assessment

? Apply the contemporary assessment model to a scenario

? Analyze scenarios and determine the type of assessment needed

? Synthesize the strategies used in the referral process

? Evaluate a referral case scenario

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Chapter 1: Introduction

3

This introductory chapter presents an overview of the assessment process in general education in today¡¯s educational environment, reflecting current emphasis on

inclusion and accountability in education for all children. The evaluation of student progress in general education occurs regularly. Teachers employ a problemsolving process incorporating intervention strategies in the classroom setting as well

as screening and assessment of students who, even with appropriate interventions,

require additional support. Various types of assessment are presented along with

considerations of assessment of the child as a whole.

Before you begin this course, take this short pretest of some of the concepts covered in the text. As you finish each of the four major parts of the textbook, you will

find additional Progress Monitoring Tests to assess your knowledge as you move

through the course. By the end of the course, you should have mastered the content,

and this will be reflected in the results of your tests. Click here, respond, and read

your feedback for each item.

¡ñ ASSESSMENT: A NECESSARY PART OF TEACHING

Testing is one method of evaluating progress and determining student outcomes and individual student needs. Testing, however, is only one form of assessment. Assessment includes many formal and informal methods of evaluating student progress and behavior.

Assessment happens every day in every classroom for the purpose of informing the teacher about needed instructional interventions. A teacher observes the behaviors of a student solving math problems. The teacher then checks the student¡¯s

answers and determines the student¡¯s ability to solve that particular type of math

problem. If the student made mistakes, the teacher determines the types of errors and

decides what steps must be taken to correct the miscalculations. This is one type of

assessment. The teacher observes behavior, gathers information about the student,

and makes instructional changes according to the information obtained.

In the routine assessment of students, behavior is observed, progress is monitored

and evaluated, and interventions are planned when students do not make needed progress. With effective interventions that are based on scientific research, few students will

require additional assessment or special support services. Students who do not respond to

intensive interventions and continue to have academic difficulties may require additional

assessment and evaluation for possible special education support. This process, known as

response to intervention or (RTI), should result in only 3¨C5% of students requiring a full

evaluation for exceptional learning needs or special education. The very best assessment

practices, however, must adhere to legal mandates, ethical standards, and basic principles

of measurement. Teachers and other educational personnel have a professional responsibility to be accountable for each decision about assessment. Therefore, knowledge of the

fundamentals of assessment and the various types of assessment is necessary.

The process of assessment plays an important role in the determination of student outcomes. The Individuals with Disabilities Education Act of 1997 amendments, the Elementary and Secondary Education Act (ESEA) of 2001, and the

Individuals with Disabilities Education Improvement Act of 2004 place more emphasis on the assessment of all students for measuring attainment of educational

standards within the general curriculum (Federal Register, 1999, 2006; Individuals with Disabilities Education Improvement Act of 2004 Conference Committee

Report, 2004, as cited in IDEA 2004; PL 107¨C110, 2002; Ysseldyke, Nelson, &

House, 2000). Although the percentage of students receiving special education

support continues to increase, so has the percentage of students in those programs graduating with regular high school diplomas. The rate has increased from

63.8% of all students with disabilities graduating from high school with a regular diploma in 2011 (Office of Special Education Programs, Data Accountability

Center, 2013). It is of concern that despite the increasing numbers of students with

special needs graduating with diplomas, nearly 40% of the students receiving special

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Part 1: Introduction to Assessment

FIGURE 1.1 Graduation Data for 47 States of 2008¨C2012 Cohort

100.0

Graduation Rate (percent)

80.0

70.0

60.0

50.0

40.0

30.0

N = 47 states

Mean 56.6%

Median 53.6%

23.0

23.5

29.3

29.7

30.3

31.0

35.2

38.4

39.0

40.3

42.2

44.4

46.4

48.4

50.5

51.9

53.5

53.7

56.6

57.2

58.1

58.6

59.3

59.6

62.4

64.2

64.3

65.6

66.0

66.2

66.7

66.9

67.0

67.1

67.4

69.5

69.6

70.0

71.0

71.6

72.8

73.0

75.3

75.7

75.8

76.3

76.7

90.0

20.0

10.0

0.0

States

education support services do not. This underscores the need for more emphasis on

the accountability of professionals serving special education students in ensuring

these students progress successfully in the general education curriculum. You might

want to know about your own state¡¯s graduation rate of students with exceptionalities. Figure 1.1 presents data reported by 47 states on students within disability

categories who graduated with a general education diploma for the 2010¨C2011 academic year (National Dropout Prevention Center, 2013). These data are based on

a cohort of students with disabilities who entered the ninth grade during the fall of

2007 and graduated by the spring of 2011. Table 1.1 presents data on students who

graduated with a regular diploma by disability category.

Educational accountability efforts include improving education and achievement

for all students, and especially improving the educational outcomes for culturally,

linguistically, and ethnically diverse students, who continue to be represented in disproportionate numbers in several categories of special education (Federal Register,

2006; U.S. Department of Education, 1999, 2000). Federal regulations specifically

target additional procedures and funding to address the disproportionate numbers of

students of various ethnic groups who are found eligible for special education when

this may be the result of other cultural factors. The regulations also address students

who may be denied services as a result of cultural or linguistic differences. The underor overrepresentation of students from various ethnic or linguistically different

groups among those receiving special education services is called disproportionality.

When too many students are found to be eligible from a specific ethnic group, it is

known as overrepresentation of that group. For example, American Indian/Alaska

Native students were 2.89 times more likely to receive special education and related

services for developmental delay than any other group (U.S. Department of Education, 2009). Further explanation of disproportionality is provided in Chapter 2.

On January 8, 2002, the Elementary and Secondary Education Act of 2001 was

enacted (PL 107¨C110, 2002). This legislation further emphasized educators¡¯ accountability for the academic performance of all children. Accountability in this sense means

statewide assessment of all students to measure their performance against standards of

achievement. Assessment of students with disabilities is based on the same principles as

assessment of students in general education. Students with exceptional learning needs

are required to take statewide exams or alternative exams to measure their progress

within the general education curriculum. Teachers and other educational personnel

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